ABSTRACT

The first-year university experience is inherently linked to student satisfaction, retention and academic success. A sense of academic preparedness can enhance the first-year transition experience. Subjects designed to assist students to transition to university can improve the transition experience; however, there is very limited evidence of their successful implementation in Australia. An interdisciplinary credit-bearing subject underpinned by the Learning by Doing Approach and the Theory of Self-efficacy, was developed and implemented in an Australian university. Students’ baseline (pre-test) and follow-up (post-test) survey responses on their self-perceived levels of knowledge and confidence in academic skills were compared to test for significant differences. Students reported greater knowledge and confidence with regards to the academic skills required for university. The subject’s highly scaffolded nature ensured students actively engaged in individual and collaborative activities that allowed them to learn as they constructed knowledge. As students learnt new skills in a supportive learning environment, they incorporated these skills into their learning and utilised them in their other subjects, which increased their confidence and self-efficacy. Similar interdisciplinary credit-bearing transition subjects may be beneficial in other universities to help support students transitioning to university. Longitudinal research is required to determine the effectiveness on academic outcomes and retention.

摘要

大学一年级的经历与学生的满意度、保留率和学业成功有着内在的联系。学术准备感可以增强第一年的过渡体验。旨在帮助学生过渡到大学的科目可以改善过渡体验；然而，在澳大利亚成功实施的证据非常有限。在澳大利亚的一所大学开发并实施了以边干边学和自我效能理论为基础的跨学科学分科目。比较学生的基线（前测）和后续（后测）调查对他们自我认知的知识水平和学术技能的信心，以测试显着差异。学生们报告说，他们对大学所需的学术技能有了更多的了解和信心。该学科的高度脚手架性质确保学生积极参与个人和协作活动，使他们能够在构建知识的同时学习。当学生在支持性学习环境中学习新技能时，他们将这些技能融入到他们的学习中，并在其他科目中加以利用，从而增强了他们的信心和自我效能。类似的跨学科学分过渡科目可能有益于其他大学，以帮助支持学生过渡到大学。需要进行纵向研究以确定学术成果和保留率的有效性。该学科的高度脚手架性质确保学生积极参与个人和协作活动，使他们能够在构建知识的同时进行学习。当学生在支持性学习环境中学习新技能时，他们将这些技能融入到他们的学习中，并在其他科目中加以利用，从而增强了他们的信心和自我效能。类似的跨学科学分过渡科目可能有益于其他大学，以帮助支持学生过渡到大学。需要进行纵向研究以确定学术成果和保留率的有效性。该学科的高度脚手架性质确保学生积极参与个人和协作活动，使他们能够在构建知识的同时进行学习。当学生在支持性学习环境中学习新技能时，他们将这些技能融入到他们的学习中，并在其他科目中加以利用，从而增强了他们的信心和自我效能感。类似的跨学科学分过渡科目可能有益于其他大学，以帮助支持学生过渡到大学。需要进行纵向研究以确定学术成果和保留率的有效性。他们将这些技能融入到他们的学习中，并在其他科目中加以利用，这增强了他们的信心和自我效能。类似的跨学科学分过渡科目可能有益于其他大学，以帮助支持学生过渡到大学。需要进行纵向研究以确定学术成果和保留率的有效性。他们将这些技能融入到他们的学习中，并在其他科目中加以利用，这增强了他们的信心和自我效能。类似的跨学科学分过渡科目可能有益于其他大学，以帮助支持学生过渡到大学。需要进行纵向研究以确定学术成果和保留率的有效性。