First year expectations and experiences: student and teacher perspectives
By Russell S. A. Brinkworth, B. McCann, C. Matthews, K. Nordström. 2009
293 citations recorded by the source corpus.
Transitioning from high-school to university can be difficult, and many university teachers feel students are often ill-prepared for the change. To investigate this 233 Humanities and Science students at the University of Adelaide were surveyed 6 months into their first year regarding experiences of teaching and learning at university. 189 students were also surveyed 18 months after commencement, to gain retrospective views of their transition year, as were lecturers and tutors of both groups. Results were compared to similar Orientation Week questionnaires that focused on expectations. Questions included reasons for selecting degrees, quality of teacher feedback and perceived impact of outside commitments. Even though student expectations, student experience, and teacher views differed, remarkable similarities emerged across the two degree programs (Science and Humanities). Our findings thus highlight a call for non-specialised transition programs to meet the needs of first year students and facilitate the transition from secondary to tertiary education.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/3e53eaa0f57d843c0bdf6f33c6b7953ca2065375
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In Education
Citations in the corpus
- Measuring the Academic Self-Efficacy of First-year Accounting Students (2014, background): “…to be a stressful and emotional experience (Christie et al., 2008; Gibney et al., 2011; Tinto, 1982, 1993), as they struggle to cope with a learning environment that demands higher levels of autonomy, initiative, and self-regulation (Brinkworth et al., 2009; Hussey and Smith, 2010; Wingate, 2007).”