Investigating the relationship between student engagement and transition.

Autor/inn/en	Vinson, Don; Nixon, Sarah; Walsh, Barbara; Walker, Cath; Mitchell, Elizabeth; Zaitseva, Elena
Titel	Investigating the relationship between student engagement and transition.
Quelle	In: Active learning in higher education, 11 (2010) 2, S. 131-143Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787410365658
URN	urn:nbn:de:0168-ssoar-211917
Schlagwörter	Übergang; Engagement
Abstract	Failure to establish meaningful and effective transition for undergraduates can lead to academic underachievement. Student engagement represents a key component of student success. This study sought to investigate the impact of a bespoke transition programme featuring a wide range of innovative, student-centred activities on enhancing students' engagement with educationally effective practices through examining student relations with others, learning and the discipline. For the study 104 undergraduates on a Sport Development course at a British university undertook a five-week transition programme. Data were collected via weekly questionnaires and focus groups at the end of weeks 1, 3 and 5. The investigation revealed that transition programmes require a high-intensity, novel and varied timetable supported by a student-centred staff team. Effective transition programmes can enhance students' engagement with educationally effective practices. Future research should investigate the longer-term impact of such programmes.
Erfasst von	GESIS - Leibniz-Institut für Sozialwissenschaften, Mannheim
Update	2021/1