Against the odds: an investigation into student persistence in UK higher education

Gabi, Josephine; Sharpe, Sarah

doi:10.1080/03075079.2019.1626364

Cited by 4 publications

(5 citation statements)

References 33 publications

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“…The high-performing students' verbal accounts revealed habits of reframing adversity and actively pursuing optimism as they made sense of their experience of digital learning. This finding aligns with a study of student persistence in UK higher education, which found that key drivers of students' perseverance are "personal optimism, academic engagement, and positive relationships" and that "successful student persistence tends to be a result of an intricate interaction between the student's personal factors and their environment" (Gabi & Sharpe, 2019). When teaching was suddenly and unexpectedly moved to the digital classroom the learning environment that teachers were able to create from their home-offices played a key role in the students' experience.…”

Section: Discussion and Reflectionsupporting

confidence: 86%

Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences

Palmer

2023

NJSTEME

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In March 2020 higher education institutions across Norway closed campuses in response to the COVID-19 pandemic. This study explored five high-performing science students’ perceptions of their experiences with active learning in a digital physiology classroom. A thematic analysis explored the detailed first-person subjective experiences of learning in the digital classroom to add to the knowledge base about how science students can be supported to learn physiology in remote and digital learning contexts. Five superordinate themes central to the students’ experience were identified: ‘accountability and self-regulation’, ‘building strategy and structure’, ‘creating community and social learning’, ‘difficulty and discomfort essential’ and ‘efforts to reframe adversity’. The students recognised the importance of self-regulation, structure, social interactions, and challenge, explaining how aspects of the course helped or hindered their learning. Differential responses to the use of peer-evaluation and the ability of high-performing students to reframe adversity were evident. Active learning approaches in the digital classroom supported science students in gaining a deeper understanding of physiology.

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Section: Discussion and Reflectionsupporting

confidence: 86%

Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences

Palmer

2023

NJSTEME

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“…Offline learning environments foster a conducive atmosphere for maintaining motivation and concentration, enabling students to sustain their commitment to learning. Offline learners frequently exhibit self-motivation, driven by their overarching learning goals and aspirations to fulfill their educational objectives (Gabi & Sharpe, 2021;Xuereb, 2014). When faced with moments of boredom or distraction during offline learning, students proactively employ strategies to refocus their attention and reignite their motivation to continue learning.…”

Section: Discussionmentioning

confidence: 99%

“…Offline learning environments facilitate increased peer-to-peer interactions (Yen et al, 2018) and student-instructor interactions (Kite et al, 2020), which students leverage to seek help effectively when encountering learning difficulties. Engaging in communication and seeking assistance from peers not only enhances students' self-regulation skills (Alvi & Gillies, 2015;Dunn et al, 2014) but also expedites task completion through guidance from instructors (Gabi & Sharpe, 2021).…”

Section: Discussionmentioning

confidence: 99%

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

Jk,

Listyorini,

Rohman

et al. 2024

J. Pendidik. Sains

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The cultivation of self-regulatory skills holds paramount importance for individuals' future success, particularly in the context of evolving educational modalities prompted by the Covid-19 pandemic. As learning transitions between online during the pandemic and offline post-pandemic, understanding the nuances of self-regulation becomes imperative. Thus, this study sought to achieve three objectives: (1) analyzing disparities in student self-regulation between online and offline settings, (2) examining the interplay between online and offline self-regulation, and (3) scrutinizing the relationship between self-regulation and learning outcomes. Employing a methodological approach involving questionnaire administration, interviews, and collecting academic scores data, data analysis was conducted utilizing the Wilcoxon Signed Ranks test and Spearman's rho test. The findings reveal that offline selfregulation markedly surpasses its online counterpart, indicating a significant discrepancy. Furthermore, a robust correlation is observed between students' self-regulation during online learning and the subsequent development of offline self-regulation. Additionally, while the correlation between self-regulation and learning outcomes is characterized as weak, it underscores the tangible influence of self-regulation on enhancing academic achievements. These findings underscore the critical role of self-regulation in navigating diverse learning environments and underscore the need for targeted interventions to bolster students' selfregulatory competencies.

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“…The study of engagement presents its beginnings in the workplace. However, it has recently begun to be analysed in higher education, sometimes as one of the variables that can influence the intention to persist the studies (Gabi & Sharpe, 2021;Kwon & Jung, 2020).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students

2023

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University dropout is a phenomenon of growing interest due to its negative consequences. Various variables have been studied in order to understand why this problem occurs. Satisfaction with the degree choice, self-regulation strategies and engagement within the university are some of the variables that have been studied in order to understand why students decide to drop out university. In this sense, it is also important to consider uncertainty, which refers to the level of certainty that students have about these variables to understand the decisions to drop out. Therefore, the aim of this research is to analyse the uncertainty associated with the decision to drop out studies among first year and second-year students, based on these three variables using Multiple Criteria Decision-Making. We performed descriptive analyses and FTOPSIS method on a sample of 719 students from a university in the north of Spain. We saw a relationship between the three variables studied and the intention to persist, as well as being a first-year student. In conclusion, it is important to continue studying the variables that influence this phenomenon in greater depth. In addition, this type of analysis could help in future research to understand in greater depth the influence of other variables on dropout rates.

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Against the odds: an investigation into student persistence in UK higher education

Cited by 4 publications

References 33 publications

Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences

Student active learning in a digital classroom: high-performing science students’ perceptions of their experiences

Differences in Biology Students’ Self-Regulation During Online and Offline Learning and Its Relationship to Learning Outcomes

Understanding the dynamics of college transitions between courses: Uncertainty associated with the decision to drop out studies among first and second year students

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