Réapprendre à apprendre pour réussir en première année de D.E.U.G.

Boyer, Régine; Coridian, Charles

doi:10.4000/osp.3249

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…Other studies have been conducted concerning the behaviour of students in the classroom. Boyer and Coridian (2002) mention lessons "disrupted by the comings and goings of students". However, these authors specify, "lesson attendance must be active".…”

Section: Academic History and The "Student Profession"mentioning

confidence: 99%

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

Duguet¹,

Morlaix²

2016

IJHE

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In France, the university has been experiencing a major crisis for several decades in the form of a high rate of student failure, particularly during the licence, or first cycle of studies. This prolonged crisis has led educational researchers to focus on the predictors of student failure in University. This paper reviews the existing literature on both student failure and success in University in the French context. We first conduct a thorough analysis of the various factors explaining failure rates, and then explore in more depth the factors explaining student success, which have thus far been under-researched in France. We identify several types of predicators, including individual-level factors, which have been the focus of extensive research in France over the past number of years, and contextual factors, such as professors' teaching practices, which constitute a relatively novel focus in French educational research.

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Section: Academic History and The "Student Profession"mentioning

confidence: 99%

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

Duguet¹,

Morlaix²

2016

IJHE

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“…Indeed, remediation measures, to help university integration and choice of study, would not help students at risk of academic failure better integrate into their studies, but rather produce a godsend effectthe tutoring would benefit students that are already better academically equipped -; an effect called "cooling down" through less valued or "dominated" choice of study; even a "cooling out" effect produced by reorientation plans for atypical A-Level graduates. Whether the accompanying measures are for the purpose of facilitating the process of acculturation to university studies for students of modest origins [6], under the form of internships before entry and educational training, or of guidance in terms of reorientation during the first semester, the analysis of the educational efficiency of such measures conclude that there is a weak significance of their impact.…”

Section: Contribution Of Researchmentioning

confidence: 99%

Orientation of the French A-Level Graduates and Pedagogic Investment in French Universities

Boléguin¹,

Guillon²

2015

IJCDSE

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As access to higher education has steadily become more and more democratized in France, academic failure and dropping out during the first year of Bachelor Degree ("Baccaluréat+1") have become subjects of priority in the field of education research. Our article questions how professors can use statistical data at their disposal to support new students, with the aim of fighting absenteeism and academic failure. What kind of tools do these professors have in order to improve academic success within these first year students on a shortterm basis as well as on a local level? N. B.: In France, secondary education ends with the "Baccalauréat" or "Bac" (more or less A-Level). In this paper we will use the English word. After three years of postsecondary education in the university students can complete a Bachelor Degree called "Licence" in France ("Bac+3"); then after two extra years they can complete a Master degree ("Bac+5") and after three extra years a PhD (called "Doctorat" in French: "Bac+8").

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Pratiques de recherche documentaire et réussite universitaire des étudiants de première année

Perret¹

2013

Carrefours De l'Éducation

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PratiQUes De recherche DocUmeNtaire et rÉUssite UNiVersitaire Des ÉtUDiaNts De PremiÈre aNNÉe L a réussite à l'université, résultat d'un processus d'affiliation (coulon, 1997) ou d'intégration (Dubet, 1994), repose en partie sur l'apprentissage de nouvelles normes et formes de travail largement implicites lors de l'entrée à l'université (coulon, 1997). La transition du secondaire vers le supérieur se fait ainsi dans « un flou pédagogique » (oberti, 1995). et ce flou est entretenu par les enseignants peu explicites quant aux pratiques de travail à mettre en oeuvre pour réussir (Boyer et coridian, 2002). La capacité à se documenter de manière autonome est primordiale pour réussir (coulon, 1999). et elle est présentée par les enseignants comme une condition pour réussir, (même si les scientifiques insistent peu auprès des étudiants) (Boyer et coridian, 2002). Une telle capacité renvoie aux compétences des étudiants en termes de méthodologie documentaire traditionnellement considérées comme faibles à l'entrée à l'université (mittermeyer et Quirion, 2003 ; thirion et Pochet, 2008). L'arrivée de nouveaux publics étudiants (Galland, 2009) pose désormais de nouvelles questions aux enseignants comme aux professionnels de la documentation (Poissenot, 2004), perceptibles à travers les enquêtes récentes sur les bibliothèques (cf. recensement de renoult, 2006) ; les étudiants ayant par exemple un autre rapport à la lecture (coulangeon, 2009). en outre, avec l'avènement des technologies de l'information et de la communication (tic), les pratiques étudiantes se sont modifiées. Début 2000, une enquête menée auprès de 2 000 étudiants américains a ainsi montré leurs avis positifs sur l'usage d'internet pour leurs études (Jones, 2002). si des débats se sont organisés sur l'utilisation

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Réapprendre à apprendre pour réussir en première année de D.E.U.G.

Cited by 4 publications

References 10 publications

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

The Key Predictors of Success in University in France: What Are the Contributing Factors and Possible New Directions in Educational Research?

Orientation of the French A-Level Graduates and Pedagogic Investment in French Universities

Pratiques de recherche documentaire et réussite universitaire des étudiants de première année

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