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How to facilitate freshmen learning and support their transition to a university study environment

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How to facilitate freshmen learning and support their transition to a university study environment. / Kangas, Jari; Rantanen, Elisa; Kettunen, Lauri.

In: European Journal of Engineering Education, 28.07.2016, p. 1-16.

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Kangas, Jari ; Rantanen, Elisa ; Kettunen, Lauri. / How to facilitate freshmen learning and support their transition to a university study environment. In: European Journal of Engineering Education. 2016 ; pp. 1-16.

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@article{44231512cb5c4a2eaabaa067c66dbc51,
title = "How to facilitate freshmen learning and support their transition to a university study environment",
abstract = "ABSTRACTMost freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ?safe community? to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.",
author = "Jari Kangas and Elisa Rantanen and Lauri Kettunen",
year = "2016",
month = "7",
day = "28",
doi = "10.1080/03043797.2016.1214818",
language = "English",
pages = "1--16",
journal = "European Journal of Engineering Education",
issn = "0304-3797",
publisher = "Taylor & Francis",

}

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TY - JOUR

T1 - How to facilitate freshmen learning and support their transition to a university study environment

AU - Kangas, Jari

AU - Rantanen, Elisa

AU - Kettunen, Lauri

PY - 2016/7/28

Y1 - 2016/7/28

N2 - ABSTRACTMost freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ?safe community? to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.

AB - ABSTRACTMost freshmen enter universities with high expectations and with good motivation, but too many are driven into performing instead of true learning. The issues are not only related to the challenge of comprehending the substance, social and other factors have an impact as well. All these multifaceted needs should be accounted for to facilitate student learning. Learning is an individual process and remarkable improvement in the learning practices is possible, if proper actions are addressed early enough. We motivate and describe a study of the experience obtained from a set of tailor-made courses that were given alongside standard curriculum. The courses aimed to provide a ?safe community? to address the multifaceted needs. Such support was integrated into regular coursework where active learning techniques, e.g. interactive small groups were incorporated. To assess impact of the courses we employ the feedback obtained during the courses and longitudinal statistical data about students' success.

U2 - 10.1080/03043797.2016.1214818

DO - 10.1080/03043797.2016.1214818

M3 - Article

SP - 1

EP - 16

JO - European Journal of Engineering Education

JF - European Journal of Engineering Education

SN - 0304-3797

ER -