A Comparison of Factors Related to University Students' Learning: College-Transfer and Direct-Entry from High School Students

Autor/inn/en	Acai, Anita; Newton, Genevieve
Titel	A Comparison of Factors Related to University Students' Learning: College-Transfer and Direct-Entry from High School Students
Quelle	In: Canadian Journal of Higher Education, 45 (2015) 2, S.168-192 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0316-1218
Schlagwörter	High School Students; Comparative Analysis; Performance Factors; College Students; Academic Achievement; Articulation (Education); Transfer Policy; College Transfer Students; Age Differences; Gender Differences; Prior Learning; Time Factors (Learning); Learning Strategies; Educational Resources; Student Educational Objectives; Achievement Need; Transfer Programs; Profiles; Demography; Student Characteristics; Student Surveys; Questionnaires; Online Surveys; Occupational Aspiration; Student Attitudes; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Leistungsindikator; Collegestudent; Schulleistung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Hochschulwechsel; Schulwechsel; Studienortwechsel; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Vorkenntnisse; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsmittel; Charakterisierung; Profilanalyse; Demografie; Schülerbefragung; Fragebogen; Berufsneigung; Berufsziel; Schülerverhalten; Ausland; Kanada
Abstract	Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college transfer and direct-entry from high school (DEHS) students at the University of Guelph-Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions. (As Provided).
Anmerkungen	Canadian Society for the Study of Higher Education. P.O. Box 34091, RPO Fort Richmond, Winnipeg, MB R3T 5T5, Canada. Tel: 204-474-6404; Fax: 204-474-7561; e-mail: csshe@cc.umanitoba.ca; Web site: http://csshe-scees.ca/publications/canadian-journal-of-higher-education/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01