Which aspects of university life are most and least helpful in the transition to HE? A qualitative snapshot of student perceptions

Hughes, Gareth; Smail, Olivia

doi:10.1080/0309877x.2014.971109

Cited by 53 publications

(44 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The establishment of positive social relationships was found to be key for the successful transition of the students. Hughes & Smail's (2014) larger study also found that students considered social support to be one of the most helpful aspects of transition. Academic concerns were notably absent from most student responses in the Hughes & Smail study.…”

Section: Review Of the Literaturementioning

confidence: 86%

“…Some researchers claim that it is also important to consider what is relevant to students at a particular time. Hughes & Smail (2014) highlight that although academic concerns are relevant to new students, they are not as relevant as practical and social needs. When asked about what was unhelpful during the induction period one student responded:…”

Section: How Important Is Relevance?mentioning

confidence: 99%

“…'Settling in' may involve students satisfying physiological and social needs, before being ready to engage with academic induction sessions. Hughes & Smail (2014) believe that universities should acknowledge these needs and support students to satisfy them. They suggest that, with further research, universities could design an induction programme, and a first-year teaching strategy that more effectively links student learning with student life beyond the lecture theatre.…”

Section: How Important Is Relevance?mentioning

confidence: 99%

“…Margolin & Hayden (2015) point out that the value students place on learning information skills is a key element of whether they will engage with sessions. If we subscribe to the findings of Gross & Latham (2012) and McKeever (2013) that new university students tend to overestimate their skills, and the claim from Hughes & Smail (2014) that academic concerns are not an immediate priority for new students, we must consider how relevant students will consider information skills sessions delivered early in the first semester. However, convincing academics that information skills should be taught at a time when the skills will be perceived as relevant (for example when students are assigned a research task), poses its own challenges.…”

Section: How Important Is Relevance?mentioning

confidence: 99%

See 3 more Smart Citations

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

Barton

2017

JIL

View full text Add to dashboard Cite

Section: Review Of the Literaturementioning

confidence: 86%

Section: How Important Is Relevance?mentioning

confidence: 99%

Section: How Important Is Relevance?mentioning

confidence: 99%

Section: How Important Is Relevance?mentioning

confidence: 99%

See 2 more Smart Citations

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

Barton

2017

JIL

View full text Add to dashboard Cite

“…Digital badges may certify generic skills for a prediction of student success based on learning analytics, and increase student retention by providing personalized support. Early guidance in particular may contribute to first-year students' persistence, as they often describe the transition to higher education as challenging, for example with regard to coping with academic demands (Evans 2000;Hughes and Smail 2015;Yorke 2000;Yorke and Longden 2008). This synthesis is illustrated in a model that aims to contribute to further discussion and future research on the interconnectedness of learning analytics and digital badges in efforts to enhance student retention in higher education.…”

Section: Introduction and Purpose Of This Integrative Reviewmentioning

confidence: 98%

Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education

Mah

2016

Tech Know Learn

115

View full text Add to dashboard Cite

Learning analytics and digital badges are emerging research fields in educational science. They both show promise for enhancing student retention in higher education, where withdrawals prior to degree completion remain at about 30 % in Organisation for Economic Cooperation and Development member countries. This integrative review provides an overview of the theoretical literature as well as current practices and experience with learning analytics and digital badges in higher education with regard to their potential impact on student retention to enhance students' first-year experience. Learning analytics involves measuring and analyzing dynamic student data in order to gain insight into students' learning processes and optimize learning and teaching. One purpose of learning analytics is to construct predictive models to identify students who risk failing a course and thus are more likely to drop out of higher education. Personalized feedback provides students with information about academic support services, helping them to improve their skills and therefore be successful in higher education. Digital badges are symbols for certifying knowledge, skills, and competencies on web-based platforms. The intention is to encourage student persistence by motivating them, recognizing their generic skills, signaling their achievements, and capturing their learning paths. This article proposes a model that synthesizes learning analytics, digital badges, and generic skills such as academic competencies. The main idea is that generic skills can be represented as digital badges, which can be used for learning analytics algorithms to predict student success and to provide students with personalized feedback for improvement. Moreover, this model may serve as a platform for discussion and further research on learning analytics and digital badges to increase student retention in higher education.

show abstract

Introduction

Beckett

2024

Student Transitions From Further Education to University

View full text Add to dashboard Cite

Which aspects of university life are most and least helpful in the transition to HE? A qualitative snapshot of student perceptions

Cited by 53 publications

References 20 publications

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

Exploring the experience of undergraduate students attending a library induction during Welcome Week at the University of Surrey

Learning Analytics and Digital Badges: Potential Impact on Student Retention in Higher Education

Introduction

Contact Info

Product

Resources

About