Direct entrants in transition: becoming independent learners

Christie, Hazel; Barron, Paul; D'Annunzio-Green, Norma

Abstract

This article investigates the dynamic transitions that college leavers make to university. It draws on qualitative research with a group of students who took direct entry to the second or third year of a degree programme at university, to show that successful transitions depend on the students becoming independent learners. It argues that the students who adapt best to the new learning environment are those who understand what independent learning entails, and who are good time managers. While the transitions experienced by direct entrants are comparable to those of students entering the first year of a degree more generally, the article recognises that there are differences. The difficulties experienced by many new students – including learning how the university works – may be exacerbated amongst direct entrants because they have less time in which to adapt to the new regime and their needs are often less visible at the institutional level.

Citation

Christie, H., Barron, P., & D'Annunzio-Green, N. (2013). Direct entrants in transition: becoming independent learners. Studies in Higher Education, 38(4), 623-637. https://doi.org/10.1080/03075079.2011.588326

• Journal Article Type: Article
• Publication Date: 2013-05
• Deposit Date: Jul 16, 2015
• Journal: Studies in Higher Education
• Print ISSN: 0307-5079
• Electronic ISSN: 1470-174X
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 38
• Issue: 4
• Pages: 623-637
• DOI: https://doi.org/10.1080/03075079.2011.588326
• Keywords: University transition; student learning; learning environment; first-year experience; academic success
• Public URL: http://researchrepository.napier.ac.uk/id/eprint/8859