TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl...
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TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl Voake Rob Wilson Lisa Taylor Research Associate School of Mathematics Cardiff University MASH Co-ordinator Learning and Teaching Enhancement Office University of Bath Director of Learning and Teaching / Maths Support Co- ordinator School of Mathematics Cardiff University Postgraduate student School of Mathematics Cardiff University
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Transcript of TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl...
TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it?
Cheryl Voake Rob Wilson Lisa Taylor
Research AssociateSchool of
MathematicsCardiff University
MASH Co-ordinatorLearning and Teaching Enhancement Office
University of Bath
Director of Learning and Teaching / Maths Support Co-ordinator
School of MathematicsCardiff University
Postgraduate studentSchool of Mathematics
Cardiff University
The well documented “gap” in FE/HE study includes:
• Developing independent learning• Self-responsibility• Modes of delivery• . . . life!
Why?
Who What Result
11-18
11-18
16+
How?
Who What Result
11-18
11-18
16+
How?
Results: Feedback
100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!
Understanding and acting upon are quite different
Discussion point
How do we enhance engagement with feedback?
Results: Feedback
100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!
Understanding and acting upon are quite different
Discussion point
How do we enhance engagement with feedback?
Results: Feedback
100% of students felt that learning advice was important on their returned assignments, but. . . teachers reported interest is only in marks!
Understanding and acting upon are quite different
Discussion point
How do we enhance engagement with feedback?
Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is
considerable scope for improvement!
We are not creating independent learners
Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE
Discussion point
How do we effectively support students to become independent learners?
Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is
considerable scope for improvement!
We are not creating independent learners
Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE
Discussion point
How do we effectively support students to become independent learners?
Results: Preparedness92% of students stated that they felt ready to be responsible for their own learning at university, but . . . teachers suggested there is
considerable scope for improvement!
We are not creating independent learners
Teachers face increased pressure to prepare pupils to pass exams and this always takes priority over preparation for HE
Discussion point
How do we effectively support students to become independent learners?
Results: Support
Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.
Discussion point
Students can struggle to prioritise university
work without parent/teacher
supervision
How do we encourage (the right) students to engage with support provision?
Results: Support
Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.
Discussion point
Students can struggle to prioritise university
work without parent/teacher
supervision
How do we encourage (the right) students to engage with support provision?
Results: Support
Focus group discussions highlighted concerns regarding the (perceived) reduced levels of support available at university in comparison to Schools.
Discussion point
Students can struggle to prioritise university
work without parent/teacher
supervision
How do we encourage (the right) students to engage with support provision?
Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .
only 23% of teachers agreed.
Discussion point
They are aware of the obvious choices
To what extent should careers be included at FE/HE?
Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .
only 23% of teachers agreed.
Discussion point
They are aware of the obvious choices
To what extent should careers be included at FE/HE?
Results: Careers80% of students stated that they knew of the career options available through studying Mathematics, but . . .
only 23% of teachers agreed.
Discussion point
They are aware of the obvious choices
To what extent should careers be included at FE/HE?
Discussion point
What is the anticipated future impact of fees changes on transition?
Translation / bilingual materials
Dedicated time
Better information
Results: Other
Discussion point
What is the anticipated future impact of fees changes on transition?
Translation / bilingual materials
Dedicated time
Better information
Results: Other
Discussion point
What is the anticipated future impact of fees changes on transition?
Translation / bilingual materials
Dedicated time
Better information
Results: Other
[email protected] [email protected]
MSOR Connections (2013), 3 (2) 6-14DOI: 10.11120/msor.2013.00014
How do we enhance engagement with feedback? How do we effectively support students to
become independent learners? How do we encourage (the right) students
to engage with support provision? To what extent should careers be included
at FE/HE? What will be the future impact of fees on
the FE/HE transition?
Discussion
