Understanding Foundation Year Provision

Leech, Steve; Marshall, Catherine; Wren, Geoff

doi:10.1057/978-1-349-94969-4_2

Cited by 5 publications

(3 citation statements)

References 22 publications

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“…Within the literature there has been a limited discussion of the extent to which traditional college-based access programmes adequately prepare widening access students for the culture of higher education (Walker 2000;Leech, Marshall and Wren 2016;Gallacher 2017). Widening Access in Scotland has typically been delivered through college sub-degree level courses which have articulation routes into degree level studies (Weedon 2015).…”

Section: Discussionmentioning

confidence: 99%

Supporting Transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Annetts¹,

Work²,

Cameron³

et al. 2019

wide particip lifelong learn

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The paper examines the experience and performance of Abertay Access to Higher Education programme, AHEAD. The research is largely based on a qualitative analysis of two focus groups and nine in-depth, semi-structured interviews with former AHEAD students. A statistical analysis of the performance of all AHEAD students on their chosen undergraduate degrees between 2012-13 and 2016-17 was also conducted. The paper demonstrates that AHEAD is an effective alternative route to higher education and argues that university-based access courses may be better in preparing these students for the culture and rigours of university life.

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Section: Discussionmentioning

confidence: 99%

Supporting Transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Annetts¹,

Work²,

Cameron³

et al. 2019

wide particip lifelong learn

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show abstract

“…Many of these students have not gained sufficient skills and subject knowledge required to access degree study, often due to disrupted educations and, therefore, choose a Foundation Year programme as an extra year of study to gain entry to their chosen undergraduate course. Foundation Year programmes are often established within a university specifically as a part of the university's commitment to improving access to higher education from under-represented groups (Laing and Robinson, 2003;Leech and Marshall, 2016).…”

Section: Introduction and Theoretical Background Of The Studymentioning

confidence: 99%

Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education

Mathias

Walczak

Leech

2023

MSOR

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This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ experience and perception of FL was conducted at the end of the year. The results showed that the students liked the flexibility of FL and believed that studying asynchronously encouraged them to improve their independent learning skill and motivated them to search for more information for the subject, a finding broadly supported by other studies (Price and Walker, 2021). However, what was surprising, is that students believed they learned ‘better’ with TT than with FL, a perception supported by student overall attainment data. The study concludes that careful considerations must be made to make FL effective. These include the student demographic and their mathematics competency, the module contents and difficulty level. Otherwise, the use of FL may reduce students’ engagement and academic performance in Maths at Foundation level.

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“…However, the purpose and delivery model of the FY can differ significantly between HEIs and even within the same institution (Leech, Marshall et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Student reflections on the pedagogy of transitions into higher education, through digital storytelling

Austen

Pickering

Judge

2020

Journal of Further and Higher Education

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Understanding Foundation Year Provision

Cited by 5 publications

References 22 publications

Supporting Transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Supporting Transition: an analysis of the experience and performance of widening access students on their undergraduate degree programmes

Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education

Student reflections on the pedagogy of transitions into higher education, through digital storytelling

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