Cross modular tracking, academic counselling and retention of students on traditional delivery, technology supported learning, flexible access and other awards

2.50
Hdl Handle:
http://hdl.handle.net/2436/3791
Title:
Cross modular tracking, academic counselling and retention of students on traditional delivery, technology supported learning, flexible access and other awards
Authors:
Oliver, Ken; Musgrove, Nick; Smith, John
Abstract:
The increasing emphasis in recruitment of ‘non traditional’ student cohorts (Year 0, part- time evening only, Flexible Access, additional needs etc) combined with multi-staffed modules and technology supported learning (TSL) delivery is mitigating against the traditional tutor overview of cross-modular student performance and may be hiding student problems until a point of no return when formal summative evidence of failure is validated. In addition the trend towards minimising formal assessment loading can be seen as reducing the numbers of performance benchmarks available to establish learner profiles. The project aims to implement a continuous cross-modular tracking and assessment structure, initially for first year Environmental Science (ES) students, in order to provide such ‘early warning’ of student difficulties as will permit viable counselling and remedial support. It is anticipated that such a strategy will reduce the incidence of ‘under performance’, ‘drop outs’ and ‘resits’ by making support available at the point problems arise and not when formal failure is established.
Citation:
CELT Learning and Teaching Projects 2001/02
Publisher:
University of Wolverhampton
Issue Date:
2002
URI:
http://hdl.handle.net/2436/3791
Additional Links:
http://www.wlv.ac.uk/celt
Type:
Book chapter
Language:
en
Description:
Report of a CELT project on supporting students through innovation and research
ISBN:
0954211618
Appears in Collections:
Institute for Learning Enhancement (ILE)

Full metadata record

DC FieldValue Language
dc.contributor.authorOliver, Ken-
dc.contributor.authorMusgrove, Nick-
dc.contributor.authorSmith, John-
dc.date.accessioned2006-08-09T14:25:35Z-
dc.date.available2006-08-09T14:25:35Z-
dc.date.issued2002-
dc.identifier.citationCELT Learning and Teaching Projects 2001/02en
dc.identifier.isbn0954211618-
dc.identifier.urihttp://hdl.handle.net/2436/3791-
dc.descriptionReport of a CELT project on supporting students through innovation and researchen
dc.description.abstractThe increasing emphasis in recruitment of ‘non traditional’ student cohorts (Year 0, part- time evening only, Flexible Access, additional needs etc) combined with multi-staffed modules and technology supported learning (TSL) delivery is mitigating against the traditional tutor overview of cross-modular student performance and may be hiding student problems until a point of no return when formal summative evidence of failure is validated. In addition the trend towards minimising formal assessment loading can be seen as reducing the numbers of performance benchmarks available to establish learner profiles. The project aims to implement a continuous cross-modular tracking and assessment structure, initially for first year Environmental Science (ES) students, in order to provide such ‘early warning’ of student difficulties as will permit viable counselling and remedial support. It is anticipated that such a strategy will reduce the incidence of ‘under performance’, ‘drop outs’ and ‘resits’ by making support available at the point problems arise and not when formal failure is established.en
dc.format.extent1120036 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoenen
dc.publisherUniversity of Wolverhamptonen
dc.relation.urlhttp://www.wlv.ac.uk/celten
dc.subjectNon-traditional studentsen
dc.subjectRetentionen
dc.subjectTechnology supported learningen
dc.subjectAssessmenten
dc.subjectApplied Sciencesen
dc.subjectFlexible learningen
dc.titleCross modular tracking, academic counselling and retention of students on traditional delivery, technology supported learning, flexible access and other awardsen
dc.typeBook chapteren
All Items in WIRE are protected by copyright, with all rights reserved, unless otherwise indicated.