文章基本信息

标题：The role of 'perception' in divergent approaches to teaching and learning through the transition from foundation to bachelor degree: a preliminary exploration
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作者：Helen Corkill
期刊名称：Journal of Pedagogic Development
印刷版ISSN：2047-3257
电子版ISSN：2047-3265
出版年度：2011
卷号：1
期号：1
语种：English
出版社：University of Bedfordshire
摘要：Some 100,000 students in England, Wales and Northern Ireland are now studying for a foundation degree, with around 75% of this number being located in further education institutions (FEIs) (HEFCE, 2010). On completion of the short-cycle foundation degree in an FEI, a significant proportion of students will transfer to a different higher education institution (HEI) to complete a final year of bachelor level study. The transitional processes and experiences for such students are often complex and divide into a myriad of component parts, including meeting expectations, social and academic integration and the framing of new identities. Discourses on the roles played by 'perception' and lived 'reality' pervade the literature of student transitions, including the roles that expectations, motivations and task requirements play as key contributory factors leading to student withdrawal (Davies et al., 2004; Tinto, 1993). Such discourses also aid understanding of the impact of different approaches to teaching and to learning during educational transitions. However, for FEI-based foundation degree students, unlike their HEI-based counterparts, these approaches are defined across a dual institution divide. While there have been a number of recent studies about the student experience of foundation degrees (Burton et al., 2011; Morgan, 2011; Pike & Harrison, 2011; Schofield & Dismore, 2011; Winter & Dismore, 2010), there remains little empirical research that specifically examines the transitional experience of this group of students. This paper identifies the preliminary findings emerging from a longitudinal study examining the student experience of transition from foundation to bachelor degree in one further/higher collaborative partnership.
关键词：student transitions;foundation degree;perception;approaches to teaching and learning