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dc.contributor.authorFoster, Monika
dc.date.accessioned2018-06-29T20:19:49Z
dc.date.available2018-06-29T20:19:49Z
dc.date.issued2011-03
dc.identifierER4958
dc.identifier.citationFoster, M. (2011) Engaging students in enhanced academic transitions - a case of online study skills resource SPICE (Student Pre-arrival Induction for Continuing Education), Journal of Learning Development in Higher Education, , , ,
dc.identifier.issn1759-667X
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/4958
dc.description.abstractA traditional induction may not always be best suited to the needs of increasingly diverse student groups on study programmes. Research shows (Cook et al., 2006; Burley et al., 2009; Shofield and Sackville, 2006) that an extended induction which allows for a steady development of skills is more suitable for international and direct entry college students. Additionally, there is evidence that students respond well to new technologies that allow for a more interactive and relationship-building approach (Pringle et al., 2008), while learning from peers seems to help engage new students in learning (Lowe and Cook, 2003). This case study introduces online study skills resource 'SPICE' (Student Pre-arrival Induction for Continuing Education) designed to assist international students and students coming as direct entry students from colleges to the university. It provides a rationale for the development of the resource and examples of some of its features. The study then attempts to evaluate the effectiveness of the resource through feedback from students and tutors, and offers suggestions for further development of the resource.
dc.publisherAssociation for Learning Development in Higher Education (ALDinHE)
dc.relation.ispartofJournal of Learning Development in Higher Education
dc.subjectinduction
dc.subjectonline
dc.subjectstudy skills
dc.subjectinternational students.
dc.titleEngaging students in enhanced academic transitions - a case of online study skills resource SPICE (Student Pre-arrival Induction for Continuing Education)
dc.typearticle
dcterms.accessRightspublic
dc.description.facultydiv_BaM
dc.description.ispublishedpub
dc.description.eprintid4958
rioxxterms.typearticle
refterms.dateFCA2017-10-19
refterms.dateFCD2017-10-19
qmu.authorFoster, Monika
dc.description.statuspub
dc.description.number3


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