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Tutoring strategies to engage first year students in the transition to university learning: The students' perspective
| Content Provider | Semantic Scholar |
|---|---|
| Author | Yam, Sharon |
| Copyright Year | 2010 |
| Abstract | to university learning is often difficult and complex for our diverse student population, it is therefore important for academics to implement strategies that enhance student engagement. This paper examines how students perceive the usefulness of tutoring strategies adopted in the first six weeks of study, specifically how they assist in engaging them in their learning. A qualitative approach, by way of case study was adopted to explore the feedback from a group of students in a Property Programme on their learning experience in an Australian Univeristy. Three main themes were highlighted in the findings: student-centred teaching style, feedback, and assessments. Of these, student-centred teaching style has been identified as the most significant factor in engaging students' learning and, hence, assisting them in their transition. This suggests that tutors need to be student-centred and caring of students in engaging in their study, particularly during the transition period. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.prres.net/papers/Yam_Tutoring_strategies_engage_first-year_students_transition.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
