Investigating the Transitional Barriers University Students Face When Moving from Further Education; What Are the Potential Issues They May Meet?
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| Title: | Investigating the Transitional Barriers University Students Face When Moving from Further Education; What Are the Potential Issues They May Meet? |
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| Language: | English |
| Authors: | Angela Fellingham, Taslima H. Shuwara, Taina Saint Amand, Felicia Gunawan, Ahmed Elbediwy, Simon Gould |
| Source: | New Directions in the Teaching of Natural Sciences. 2024 19(1). |
| Availability: | University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/index.php/new-directions |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Science Instruction, Continuing Education, Higher Education, Student Adjustment, Student Attitudes, Barriers, Student Responsibility, Pharmaceutical Education, Chemistry, Biological Sciences, Difficulty Level, Science Tests, Scheduling, Personal Autonomy, Learner Engagement, Online Courses, Foreign Countries |
| Geographic Terms: | United Kingdom (England) |
| ISSN: | 2051-3615 |
| Abstract: | The transition students face moving from Further Education (FE) to Higher Education (HE) can be a daunting experience. This transition to HE may require a substantial adjustment to a student mindset recognising that they would be responsible for their own learning and their eventual success compared to a FE environment where student learning is more structured and primarily teacher led. This project investigated transition hurdles faced by new university students (level 4 students) in the School of Life Science, Pharmacy, and Chemistry (SoLSPC). Quantitative data was obtained using a paper-based questionnaire. The findings highlighted that most students found HE assessments to be moderately or more difficult than those in FE (53%), the HE timetables less structured (63%) than that in FE, and that students had to be very much more independent in their studies (68%) in HE compared to FE, with most students finding the transition to HE difficult (51%). The findings of these transition barriers are discussed in more detail here. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446753 |
| Database: | ERIC |
| Abstract: | The transition students face moving from Further Education (FE) to Higher Education (HE) can be a daunting experience. This transition to HE may require a substantial adjustment to a student mindset recognising that they would be responsible for their own learning and their eventual success compared to a FE environment where student learning is more structured and primarily teacher led. This project investigated transition hurdles faced by new university students (level 4 students) in the School of Life Science, Pharmacy, and Chemistry (SoLSPC). Quantitative data was obtained using a paper-based questionnaire. The findings highlighted that most students found HE assessments to be moderately or more difficult than those in FE (53%), the HE timetables less structured (63%) than that in FE, and that students had to be very much more independent in their studies (68%) in HE compared to FE, with most students finding the transition to HE difficult (51%). The findings of these transition barriers are discussed in more detail here. |
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| ISSN: | 2051-3615 |
