Abstract
Studies of undergraduates’ satisfaction, academic performance and retention in Higher Education (HE) identify the critical importance of the first year for shaping their attitudes and approaches to learning. Positive transition into HE has a direct impact on students’ later learning experience, particularly during their first year. Most interventions to support transitions are based on institution-driven approaches such as courses on learning and study skills. Here we describe how podcasting can be used to developing a new approach to support transition by tapping the knowledge and experience of current undergraduates.
Highlights
Issues related to transition from school to universityTransitions are defined as the ‘capability to navigate change’ (Gale & Parker, 2014)
We suggested that the knowledge contained in podcasts and other semi-formal resources might be termed ‘warm knowledge’ as it lies somewhere between the ‘cold’ and ‘hot’ knowledge of the other two resources
It is clear that existing sources of information and guidance available to the students contained many limitations, leaving a gap that can be filled by different materials or programmes designed to aid students in their extended transition into higher education
Summary
Issues related to transition from school to universityTransitions are defined as the ‘capability to navigate change’ (Gale & Parker, 2014). Multiple critical factors contribute to students’ successful transition into HE, which requires looking at a more complete picture of students’ experience and involves what happens within universities and in their networks and families (Cashmore, Green, & Scott, 2010). Previous studies have discovered a range of factors associated with students’ transition and retention rate, including pre-entry activities and induction (Thomas, 2013; Murtagh, Morris, & Thorpe, 2013); students’ preparedness; transition support, curriculum development and data monitoring (Jones, 2008), and students’ sense of belonging as well as engagement (Cashmore, Scott, & Cane, 2012). Poor preparation for university life, unsatisfactory academic experiences, lack of social integration and financial issues are often identified as pivotal contributors to underachievement and drop out (Jones, 2008; Thomas, 2013). New entrants may hold misconceptions, as many are inadequately prepared for the university’s assessment procedures, hours of face-to-face contact, the independent study required, the large size of lecture groups, and the choices to be made among modular options (Brunton et al, 2016; Mckendry, Wright, & Stevenson, 2014; Leese, 2010)
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