Designing a Blended Academic Transition Seminar for First-Year University Students
Jenny S. Wakefield, Gerald A. Knezek, University of North Texas, United States ; Sheila Amin Gutiérrez de Piñeres, Austin College, United States
International Journal on E-Learning Volume 15, Number 4, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
University efforts in the first year of college promote freshman student engagement in learning with the objective of improving retention and persistence, and are likely to ultimately lead to college success with timely graduation. This paper reports on an exploratory study of a first-year seminar designed to include three types of instruction: large lectures, small group discussions, and online learning activities. A survey was conducted to gain insight into student experiences with and perceptions about the seminar, including which methods seemed to work best and with which learners. Impact on retention and overall success is not reported as these were beyond the scope of this study. Instead, the focus of this study was on the design elements of a first-year seminar. In general, the findings suggested that a blended course environment with all three instructional modalities can be useful. Also, the small group sessions were generally perceived to be the most useful by the majority of the students.
Wakefield, J.S., Knezek, G.A. & Gutiérrez de Piñeres, S.A. (2016). Designing a Blended Academic Transition Seminar for First-Year University Students. International Journal on E-Learning, 15(4), 483-508. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2016 Association for the Advancement of Computing in Education (AACE)