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Student-contributed podcasts to support transition to higher education

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journal contribution
posted on 2019-07-19, 15:19 authored by Palitha Edirisingha, Robert Cane, Mengjie Jiang, Chris Cane
Studies of undergraduates’ satisfaction, academic performance and retention in Higher Education (HE) identify the critical importance of the first year for shaping their attitudes and approaches to learning. Positive transition into HE has a direct impact on students’ later learning experience, particularly during their first year. Most interventions to support transitions are based on institution-driven approaches such as courses on learning and study skills. Here we describe how podcasting can be used to developing a new approach to support transition by tapping the knowledge and experience of current undergraduates.

Funding

We would like to thank the following organisations and people: The Higher Education Academy for funding the “Informal Mobile Podcasting And Learning Adaptation for Transition” (IMPALA4T) project which formed the basis of the work reported in this paper; Late Prof. Annette Cashmore and the GENIE CETL at the University of Leicester for providing funding for the Phase 1 of the project; students who contributed to the Types A and B podcasts and those who took part in our interviews, and the anonymous reviewers who provided valuable feedback and advice on improving this paper.

History

Citation

Journal of Learning and Teaching in Higher Education, 2018, 1 (1), pp. 43-58 (16)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

  • VoR (Version of Record)

Published in

Journal of Learning and Teaching in Higher Education

Publisher

University of Leicester Open Journals

issn

2517-7575

Copyright date

2018

Available date

2019-07-19

Publisher version

https://journals.le.ac.uk/ojs1/index.php/jlthe/article/view/2360

Language

en

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