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Scaffolding Students' Transition to Higher Education: Parallel Introductory Courses for Students and Teachers

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Title: Scaffolding Students' Transition to Higher Education: Parallel Introductory Courses for Students and Teachers
Language: English
Authors: Hultberg, John, Plos, Kaety, Hendry, Graham D., Kjellgren, Karin I.
Source: Journal of Further and Higher Education. Feb 2008 32(1):47-57.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Peer Reviewed: Y
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Descriptors: Higher Education, Introductory Courses, Foreign Countries, Teaching Methods, Evaluation Methods, Cognitive Style, Scaffolding (Teaching Technique), Secondary Education, Student Adjustment
Geographic Terms: Sweden
DOI: 10.1080/03098770701781440
ISSN: 0309-877X
Abstract: The aim of this article was to outline the basis for an introductory course to higher education focusing on students' approaches to learning and the role of teaching in higher education. The framework is a discussion on contemporary literature on approaches to learning. In the article experiences are also reported of developing and implementing an introductory course at the Sahlgrenska Academy, Goteborg University, Sweden. This was made within the LearnAble project, which was a two-tier approach in which students were given an introductory course to higher education parallel with a course in pedagogy in higher education for teachers. The courses were evaluated with different instruments, which is also to some extent accounted for. The transition from upper secondary school to studies in higher education is discussed, as is the importance of a scholarship of teaching in the context of the courses mentioned above. In this article the authors argue that a well-planned and stimulating introduction to higher education could be a natural part of the transition process, which can help students develop better prerequisites to manage their studies in higher education. (Contains 2 figures.)
Abstractor: Author
Number of References: 28
Entry Date: 2008
Accession Number: EJ783558
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
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  Data: The aim of this article was to outline the basis for an introductory course to higher education focusing on students' approaches to learning and the role of teaching in higher education. The framework is a discussion on contemporary literature on approaches to learning. In the article experiences are also reported of developing and implementing an introductory course at the Sahlgrenska Academy, Goteborg University, Sweden. This was made within the LearnAble project, which was a two-tier approach in which students were given an introductory course to higher education parallel with a course in pedagogy in higher education for teachers. The courses were evaluated with different instruments, which is also to some extent accounted for. The transition from upper secondary school to studies in higher education is discussed, as is the importance of a scholarship of teaching in the context of the courses mentioned above. In this article the authors argue that a well-planned and stimulating introduction to higher education could be a natural part of the transition process, which can help students develop better prerequisites to manage their studies in higher education. (Contains 2 figures.)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Sweden
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