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TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl VoakeRob WilsonLisa Taylor Research Associate School of.

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Presentation on theme: "TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl VoakeRob WilsonLisa Taylor Research Associate School of."— Presentation transcript:

1 TRANSITION DIFFICULTIES FROM FE TO HE What is the situation and what can we do about it? Cheryl VoakeRob WilsonLisa 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

2 The well documented “gap” in FE/HE study includes: Developing independent learning Self-responsibility Modes of delivery... life! Why?

3 WhoWhatResult How?

4 WhoWhatResult How?

5 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?

6 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?

7 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?

8 Results: Preparedness 92% 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?

9 Results: Preparedness 92% 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?

10 Results: Preparedness 92% 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?

11 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?

12 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?

13 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?

14 Results: Careers 80% 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?

15 Results: Careers 80% 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?

16 Results: Careers 80% 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?

17 Discussion point What is the anticipated future impact of fees changes on transition? Translation / bilingual materials Dedicated time Better information Results: Other

18 Discussion point What is the anticipated future impact of fees changes on transition? Translation / bilingual materials Dedicated time Better information Results: Other

19 Discussion point What is the anticipated future impact of fees changes on transition? Translation / bilingual materials Dedicated time Better information Results: Other

20 MSOR Connections (2013), 3 (2) 6-14 DOI: /msor   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


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