Literaturnachweis - Detailanzeige
| Autor/in | Everett, Michele C. |
|---|---|
| Titel | Fostering First-Year Students' Engagement and Well-Being through Visual Narratives |
| Quelle | In: Studies in Higher Education, 42 (2017) 4, S.623-635 (13 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0307-5079 |
| DOI | 10.1080/03075079.2015.1064387 |
| Schlagwörter | College Freshmen; Well Being; Qualitative Research; Visual Aids; Personal Narratives; First Year Seminars; Learner Engagement; Student Experience; Reflection; Transitional Programs; Teaching Methods; Educational Strategies; Educational Practices; Experiential Learning |
| Abstract | This article reports on a qualitative study that explored the learning outcomes from an innovative instructional method, visual narratives, used in a first-year seminar. Fifty-three students enrolled in a mandatory first semester student success course were instructed to use visual images to tell the story of the first-year experience. Data generated from visual narratives and reflection papers were analyzed to identify emergent themes. The findings extend current understandings of student engagement and well-being, and document the significant role pedagogical strategies can play in shaping meaningful learning experiences that facilitate first-year students' transition to university. The study's findings have implications for policy and practice at the institutional and classroom levels. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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