Abstract
Current research has demonstrated that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. This paper looks into student attitudes towards utilising online resources to succeed in A-Level exams. Students are now expected to retain information across the two-year course, so this research looks into how educators can support such learning. Data tracking, questionnaires and interviews were conducted with Year One Economics students in a 16-19 educational institution in South-East England. The research identified that students require online resources to support them in their knowledge construction and retention; however, educators need to be wary of making certain assumptions. Learners’ digital capabilities are still developing, so educators need to promote online resources that will support learner needs, as well as ensure that the material is both accessible and easy to use
Highlights
It has been widely reported that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey
The purpose of this study is to identify the extent to which the online Economics Study Directory (ESD) of a 16-19 educational institution meets the needs of the current cohort and what elements could be improved to better support success in the new linear climate [88]
Participants are asked for their opinions on whether current online resources provided by the subject department adequately support knowledge creation and reinforcement, or whether these could be more effective [44]
Summary
It has been widely reported that the leap from GCSEs to A-Levels is the greatest transition learners will go through in their educational journey. The recent reform, resulting in a new linear A-Level has put even more pressure on learners to manage their time and find ways to retain information across their two years of study, something which diverges from the legacy modular exams. This research aims to look at whether educators are offering a diverse enough range of techniques to support learners in the new linear A-Level climate. The research focuses on 16-19 education due to the current gap in research for this learner age range. As [37] noted, students do not always know how to learn and so instructors need to teach or modify relevant study techniques
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