Facilitating computing students' transition to higher education
Facilitating computing students' transition to higher education
复制标题
促进计算机专业学生向高等教育的过渡
DOI：
10.1145/3351287.3351298
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Alison Varey
中科院分区：
文献类型：
--
作者：
Khristin Fabian;Ella Taylor;Debbie Meharg;Alison Varey
从继续教育学院升读高等教育的学生在过渡期间面临着学术、社会和后勤方面的挑战。总的来说，他们觉得大学生活比那些已经在大学呆了两年的学生更具挑战性。副学生项目（ASP）是计算机学院内的一个干预计划，为做出这一转变的学生提供支持。这种支持包括访问在线资源，定向活动，大学讲座和研讨会，在他们继续教育学院的两年。本研究的目的是衡量ASP的影响，通过对学术行为的信心和三个学生群体的平均成绩的比较调查：独立的直接进入者（n=53），副学生（n=27），和本地学生（学生谁进入大学第一年，n=75）。分析显示，虽然独立的直接入学者（IDE）对自己的学习比本地学生（NS）的信心不足，有一个更接近本地和准学生（AS）之间的信心平价。此外，AS对与请求信息相关的任务的信心高于其他组，这可能是由于ASP强调向AS提供良好的信息并鼓励对话。准学生发现干预措施，提供深入了解大学生活之前，他们转移有用的。此外，AS的平均成绩没有被发现是显着不同的相比，本地学生。本文报道了这些干预措施在建立学生信心方面的成功，并探讨了对过渡学生的影响。
Students who progress to higher education from further education colleges are faced with academic, social, and logistical challenges during their transition. In general, they find university life more challenging compared to students who have been at university for two years already. The Associate Student Project (ASP) is an intervention programme within the School of Computing that provides support to students who make this transition. This support includes access to online resources, orientation events, university lectures and workshops, throughout their two years at further education college. This study aims to measure the impact of the ASP through a survey on academic behavioural confidence and a comparison of the grade point average of three student groups: independent direct entrants (n=53), associate students (n=27), and native students (students who entered university at first year, n=75). Analysis revealed that, while independent direct entrants (IDE) were less confident about their studies than native students (NS), there was a closer parity of confidence between native and associate students (AS). In addition, AS' confidence on tasks that relate to requesting information is higher than the other groups, perhaps due to the ASP's emphasis on providing good information to AS and encouraging dialogue. Associate students found interventions that provide insight into university life prior to their transfer useful. Additionally, the grade point average of AS was not found to be significantly different in comparison to native students. This paper reports on the success of these interventions in building student confidence and explores the impact for transitional students.