Taking Retention Seriously: Rethinking the First Year of College

Tinto, Vincent

doi:10.12930/0271-9517-19.2.5

Cited by 340 publications

(349 citation statements)

References 1 publication

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“…This means that for most students desiring to learn, they need to feel part of a group of peers. In the 1970s, Tinto delineated involvement of students and academic and social coherence as key institutional conditions to support student retention in schools and courses [10]. Feedback, for instance, is considered one of the main factors in student learning.…”

Section: Introductionmentioning

confidence: 99%

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Student Interaction in Small Private Online Courses

2017

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Introduction Social interaction is key in educational success. In online education, the creation of social interaction may be a challenge. This observational study evaluated to what extent social interactions occur during small private online courses (SPOCs). Methods Discussion forums of four courses of the UMC Utrecht's international Master's Program Epidemiology were assessed and posts were categorized as either content specific, functional/technical, or social. Results SPOCs at University Medical Center Utrecht showed substantial social interaction, creating involvement and student coherence, combined with students discussing and explaining content to each other. Interactions play a major role in SPOCs. Our results show that 43% of all discussion posts were social; 90% of social posts were initiated by students; and 94% was aimed at students. Conclusion SPOCs appear to provide a sustainable answer to the increased demand for online higher education, with an environment suitable for students to learn, in agreement with the need for social interaction in higher education.

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Section: Introductionmentioning

confidence: 99%

“…To achieve involvement of students and academic and social coherence [10] in online education, a social space needs to be formed with interaction on a content level and on a social level between teachers and students as well as between peers.…”

Section: Introductionmentioning

confidence: 99%

Student Interaction in Small Private Online Courses

2017

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“…Issues of social and academic integration in the university are seen by Tinto (1987), as paths that enable student retention in college; that is, these interactions increase students' engagement in their learning and, in extension, their retention in the teaching institution (Tinto, 2000;Pascarella & Terenzini, 2005).…”

Section: Previous Literaturementioning

confidence: 99%

University for All Programs (ProUni): Engagement, Satisfaction, and Employability

Felicetti¹

2017

IES

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A training at Higher Education level needs, in addition to improve the skills specific in the area chosen, to develop a set of skills and/or personal attributes that make him or her more likely to succeed in the profession. In this context, this paper was developed and has the objective to identify the relationships between engagement, satisfaction, and employability of students who completed the university as University for All Program (ProUni) scholarship. This target group of students was chosen because of the importance of ProUni for the Advancement of Education policies of affirmative actions in Brazil. The ProUni gives scholarships to students from minority (underrepresented) groups to study at private universities, through the National Secondary Education Exam -ENEM (Brasil, 2005). Among these groups are students who attend public high schools (a proxy for lower social class), low-income students, African Brazilian students, Indigenous Brazilian students, students with disabilities, and not graduated teachers that work in public elementary and secondary schools. The research involved 198 ProUni graduates invited to answer an online questionnaire. There were 134 respondents, 123 (91.8%) were working since we were interested in employment, only these participants were included in the analysis. The results suggest that employability consolidates and reflects in the conquest of labor activity, as well as in graduate satisfaction with their training and job. These results are indicative of the engagement of the student with their learning, therefore with their graduate degree.

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“…The focus of modules ensured that academic expectations and processes were unambiguous as this has been found to be a key challenge to improving academic literacy for students [18] . For example, an assessment terminology guide was provided that gave clear explanations of commonly used terms such as 'analyse' 'define' 'compare/contrast' and 'evaluate'.…”

Section: Academic Literacy Education Course (Alec)mentioning

confidence: 99%

The piloting of an Academic Literary Education Course (ALEC) to improve academic literacy of first semester undergraduate students in a Western Australian university

Hendricks

Andrew

Fowler

2013

JNEP

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Widening participation has enabled access to higher education for an increasing number of students via a range of non-traditional pathways. Consequently, whilst having a large repertoire of skills and experience, these students may not have developed sufficient competence in academic literacy. The School of Nursing and Midwifery has a large proportion of such students who have difficulty making the academic transition to university study.It is believed that a 'built in' approach to supporting these students to develop academic literacy will result in an improvement in their abilities to meet the requirements of the University and to better prepare them to graduate. This paper discusses the piloting of an Academic Literary Education Course (ALEC) for undergraduate students enrolled in the first semester unit of a three year health degree, within the disciplines of nursing and paramedical science. The students completed tests on academic literacy before and after completion of the ALEC. Particular areas of difficulty for students were found to be in referencing and unpacking the assessment question. When mean scores were compared between pre and post-tests in the same group, it was found there was a significant difference between scores at t value = -7,721, degrees of freedom = 181 with a p value of 0.000 or p value < .001. Recommendations include incorporating the ALEC approach in further stages of the undergraduate degree program to support developing levels of academic literacy.

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Taking Retention Seriously: Rethinking the First Year of College

Cited by 340 publications

References 1 publication

Student Interaction in Small Private Online Courses

Student Interaction in Small Private Online Courses

University for All Programs (ProUni): Engagement, Satisfaction, and Employability

The piloting of an Academic Literary Education Course (ALEC) to improve academic literacy of first semester undergraduate students in a Western Australian university

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