Abstract
High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of twelve first-year and seven second-year students utilising a qualitative research design where purposive sampling was used to recruit two focus groups. The results revealed that what both sets of students recognised as beneficial to their academic adjustment were the familiarisation of context, the use of effective time management skills, and positive attitudes. However, university-driven interventions aiming at assisting first year social work students with their academic life, such as the First Year Experience (FYE), were identified as too generic and not able to meet the unique needs of the participants. Recommendations emanating from the study included the development of discipline-specific academic development programmes that encourage social and academic adjustment. Additionally, collaboration between students within professional disciplines and the use of technology-enhanced learning could facilitate student adjustment.
Highlights
The majority of the population in South Africa was denied parity in access to higher education, but since 1994 there have been dramatic changes to the higher education landscape
Higher education institutions had more than 120 000 first year students enrolled in different study fields in 2002, these large numbers of students entering the gates of higher learning are coupled with a high attrition rate in first year and the fact that only 22% of these students succeed in achieving university success in the regulation time (Letseka and Maile, 2008)
Social Work learning is about knowing the theoretical aspect of the discipline, and learning to be critical about what is taught and being able to adapt to the practices whilst creating meanings that will assist in the development of an identity associated with positive academic adjustment
Summary
The majority of the population in South Africa was denied parity in access to higher education, but since 1994 there have been dramatic changes to the higher education landscape. The use of TEL might support the creation of knowledge and improve students‟ professional competence in social work through the use of discussion forums where students in this interactive environment can construct knowledge, develop their ideas, give opinions and share knowledge (Kanuka and Anderson, 1998) Another advantage of discussion forums is that it allows for asynchronous communication that encourages deeper cognitive complexity than face-to- face discussion, fosters better communication between the educator and student (Chickering and Gamson, 1999) and assists additional language English students in their studies (Bozalek and Biersteker, 2010)
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