dc.contributor.author | Vinson, Don | de |
dc.contributor.author | Nixon, Sarah | de |
dc.contributor.author | Walsh, Barbara | de |
dc.contributor.author | Walker, Cath | de |
dc.contributor.author | Mitchell, Elizabeth | de |
dc.contributor.author | Zaitseva, Elena | de |
dc.date.accessioned | 2011-01-01T02:53:00Z | de |
dc.date.accessioned | 2012-08-29T22:56:17Z | |
dc.date.available | 2012-08-29T22:56:17Z | |
dc.date.issued | 2010 | de |
dc.identifier.uri | http://www.ssoar.info/ssoar/handle/document/21191 | |
dc.description.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. | en |
dc.language | en | de |
dc.subject.ddc | Bildung und Erziehung | de |
dc.subject.ddc | Education | en |
dc.subject.other | enjoyment; induction; university preparation | |
dc.title | Investigating the relationship between student engagement and transition | en |
dc.description.review | begutachtet (peer reviewed) | de |
dc.description.review | peer reviewed | en |
dc.source.journal | Active Learning in Higher Education | de |
dc.source.volume | 11 | de |
dc.publisher.country | USA | |
dc.source.issue | 2 | de |
dc.subject.classoz | University Education | en |
dc.subject.classoz | Bildungswesen tertiärer Bereich | de |
dc.subject.thesoz | Transition | de |
dc.subject.thesoz | involvement | en |
dc.subject.thesoz | transition | en |
dc.subject.thesoz | Engagement | de |
dc.identifier.urn | urn:nbn:de:0168-ssoar-211917 | de |
dc.date.modified | 2011-01-03T12:39:00Z | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | de |
dc.rights.licence | PEER Licence Agreement (applicable only to documents from PEER project) | en |
ssoar.gesis.collection | SOLIS;ADIS | de |
ssoar.contributor.institution | http://www.peerproject.eu/ | de |
internal.status | 3 | de |
internal.identifier.thesoz | 10074787 | |
internal.identifier.thesoz | 10034997 | |
dc.type.stock | article | de |
dc.type.document | journal article | en |
dc.type.document | Zeitschriftenartikel | de |
dc.rights.copyright | f | de |
dc.source.pageinfo | 131-143 | |
internal.identifier.classoz | 10610 | |
internal.identifier.journal | 8 | de |
internal.identifier.document | 32 | |
internal.identifier.ddc | 370 | |
dc.identifier.doi | https://doi.org/10.1177/1469787410365658 | de |
dc.description.pubstatus | Postprint | en |
dc.description.pubstatus | Postprint | de |
internal.identifier.licence | 7 | |
internal.identifier.pubstatus | 2 | |
internal.identifier.review | 1 | |
internal.check.abstractlanguageharmonizer | CERTAIN | |
internal.check.languageharmonizer | CERTAIN_RETAINED | |