Making Transition Easier: Year 12 Students get a Head Start on University Education

Bolt, Susan; Graber, Mark L.

doi:10.18848/1447-9494/cgp/v17i05/47043

Cited by 3 publications

(4 citation statements)

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“…The guiding principles suggested by Kift et al (17) The curriculum and its delivery should be designed to be consistent and explicit in assisting students' transition from their previous educational experience to the nature of learning in higher education and learning in their discipline as part of their lifelong learning." We focused on the guiding principle of student engagement, and, as such, the active learning strategies employed in this study formed an important consideration in the redesign and delivery of our first-year university program, so that students are engaged "through the intentional integration and sequencing of knowledge, skills and attitudes" (3,17).…”

Section: Introductionmentioning

confidence: 99%

A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

Sinnayah

Rathner

Loton

et al. 2019

Advances in Physiology Education

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Bioscience is a foundational unit (subject) of undergraduate allied health degree programs, providing students the scientific basis underpinning their clinical practice. However, despite its significance, bioscience is a difficult academic hurdle for many students to master. The introduction of active learning strategies, including small team-based guided-inquiry learning approaches, has been shown to significantly reduce this hurdle and improve assessment outcomes for the learner. Guided team-based activities can aid in this approach by also building broader skills and capabilities, like teamwork and communication, as well as subject-specific knowledge and skills, thereby positively influencing student assessment outcomes. This paper details the redesign and evaluation of two first-year Bioscience for Paramedics units with the introduction of guided-inquiry learning, as well as other active learning strategies, and assesses their impact on student performance. Results indicate that active learning used within a classroom and in the large lecture theater setting improved students’ grades with positive student perception of their learning experience.

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Section: Introductionmentioning

confidence: 99%

A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

Sinnayah

Rathner

Loton

et al. 2019

Advances in Physiology Education

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show abstract

“…Hence, of the top five ranked statements derived from the participants, 80% of the challenges experienced during transition referred to personal context changes, rather than institutional context changes. Students' goals, aspirations and self-efficacy appeared to have been the prominent personal context factors highlighted among the participants, which also contribute to determining the success of the transition from high school to university (Bolt & Graber, 2010). Moreover, 80% of the ranked and themed statements highlighted factors related to social and not academic integration.…”

Section: Resultsmentioning

confidence: 99%

“…On the contrary, in the new educational environment, they had to take initiative and master learning skills. When students transition from school to university, they expect teaching methods to be comparable to those applied in high school and are not prepared for a different mode of teaching (Bolt & Graber 2010;Hennis, 2014). Furthermore, Bolt and Graber (2010) confirm that students who were successful at high school but lack the skill of learning independently, do not flourish in the university setting, or do not perform as well as they did in the high school environment (Bolt & Graber, 2010).…”

Section: Resultsmentioning

confidence: 99%

Social learning and integration factors that affect first-year medical students transitioning directly from high school

Tlalajoe-Mokhatla,

Van der Merwe,

Jama

2023

JSAA

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Medical student's transition from high school to a new educational environment poses academic and personal challenges that could lead to withdrawal, dismissal or failure. Students who do not feel connected to the social and academic life of the educational environment are at risk of drop-out. Hence, most medical education institutions use remediation programmes to address learning gaps and increase the chances of student success. This study aimed to identify factors that affected the social learning and integration of undergraduate medical students who had failed the first year of study. The nominal group technique (NGT) was used involving 15 participants who had completed a six-month remediation programme. Results revealed the top five ranked and themed social learning and integration factors were underpreparedness, self-management, alienation, confidence and academic advice. Self-awareness and self-management were identified as complementary skills to address these factors. The study found that students could make valuable contributions to address challenges in the educational environment and enhance successful transition. In addition to other studies recommending a focus on academic integration, these results also pointed to the importance of social integration of first-year students as they transition from high school to a new educational environment at university.

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“…Early engagement gives school students a greater level of awareness of what is expected on the degree – an important element in the transition process (Berger and Malaney, 2003). Similar to the proposal presented in this article, Bolt and Graber (2010) describe the successful delivery of a university programme to year 12 students that provided a preparatory module which received credits in the degree programme once the students had been admitted.…”

Section: The New Proposition: Universities Take One Step Backwards Inmentioning

confidence: 99%

Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

Evans

Richardson

2018

Industry and Higher Education

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Models of accrediting work-based learning are now commonplace in universities. The purpose of this viewpoint article is to highlight an opportunity for universities not only to accredit students’ part-time work against the degree award but also to extend the process into schools by accrediting the part-time work undertaken by year 12 and 13 students against their future degree studies. The operations and benefit of adopting such an approach from the perspective of all stakeholders are discussed. Accrediting year 12 and 13 students, and giving appropriate unit credit against the subsequent degree studies, provides universities with enhanced relationships and potential student buy-in and thereby may increase recruitment. It also brings the employability agenda to the forefront and aids students’ transition to university. The approach described here offers universities an opportunity to develop relationships with schools and colleges and to encourage buy-in for students to progress to degree programmes. While students’ part-time work activities have received much academic scrutiny, the suggestion to accredit pre-university students’ work experience to gain accreditation for future degree studies offers a distinct proposition for universities. There are also a number of challenges to be addressed if it is to work effectively, and these too are outlined.

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Making Transition Easier: Year 12 Students get a Head Start on University Education

Cited by 3 publications

References 0 publications

A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

A combination of active learning strategies improves student academic outcomes in first-year paramedic bioscience

Social learning and integration factors that affect first-year medical students transitioning directly from high school

Accrediting high-school students’ part-time work to support effective transitions to, through and beyond university

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