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AbstractThis paper reviews evidence about factors affecting student transitions to learning at university. We first review theoretical models of student transitions, and consider their different emphases and end-points. We then examine evidence about academic factors (eg approaches to learning and beliefs about knowledge), social factors (eg engagement and integration) and pedagogic factors (eg teaching methods) as potential influences on student learning transitions. We then attempt a synthesis of the findings and theory, and propose a transitions model in which quality of learning is the key central factor.
CitationElander, J., Foster, E., Norton, L. & Foxcroft, A. (2010). 'What changes in the transition to learning at university?' In C. Rust (Ed.). 'Improving student learning for the 21st century learner: Proceedings of the 2009 17th international symposium. Oxford: Oxford Centre for Staff and Learning Development, pp. 141-156.
TypeMeetings and Proceedings
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