Identifying student retention factors of a UK university using the concept of a learning community: a qualitative approach

IF 2.5 Q1 Social Sciences Higher Education Pedagogies Pub Date : 2020-01-01 DOI:10.1080/23752696.2020.1788968
Alexandros Chrysikos, Stephen Catterall
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Abstract

ABSTRACT The UK will need a skilled IT work force to maintain its position as a world leader in computing research and development. This study investigated the experience of learning communities amongst first year undergraduate computing students at a UK university. The concept of a learning community was used to examine its influence on student academic and social integration, the issues students need to overcome and the knowledge they need to acquire to become successful. A qualitative approach was employed using the ‘unfolding matrix’, which was completed during group interviews. The data analysis results revealed that learning communities critically affect students’ academic and social integration. Specifically, the importance of student support and guidance from academic staff was considered, as well as student relationships with other students and academic staff. Furthermore, developing a sense of personal awareness and the need to develop an effective academic skill-set to succeed were identified as critical.
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利用学习社区的概念识别英国大学的学生保留因素:一种定性方法
摘要:英国将需要一支技术娴熟的IT队伍来保持其在计算机研发领域的世界领先地位。这项研究调查了英国一所大学计算机专业一年级本科生的学习社区体验。学习社区的概念被用来考察它对学生学术和社会融合的影响,学生需要克服的问题,以及他们获得成功所需的知识。使用“展开矩阵”采用定性方法,该矩阵在小组访谈中完成。数据分析结果表明,学习型社区对学生的学业和社会融合具有重要影响。具体而言,考虑了学生支持和学术人员指导的重要性,以及学生与其他学生和学术人员的关系。此外,培养个人意识和培养有效的学术技能以取得成功的必要性被认为是至关重要的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Higher Education Pedagogies
Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.70
自引率
4.00%
发文量
10
审稿时长
13 weeks
期刊介绍: The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.
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