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Facilitating the learning of transitional students: Strategies for success for all students
Journal article   Peer reviewed

Facilitating the learning of transitional students: Strategies for success for all students

C.J. Beasley and C.A.L. Pearson
Higher Education Research & Development, Vol.18(3), pp.303-321
1999
DOI: https://doi.org/10.1080/0729436990180303
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Abstract

This paper outlines successful strategies facilitating the learning of international students making the transition to an Australian university campus from colleges elsewhere. Starting university as “second‐year” students they were without the institutional infrastructure and support normally provided for “first‐year” students. Although the strategies adopted were motivated by a desire to develop the communication skills, critical thinking and independence of transitional students, they were of potential benefit to all students. This paper documents a programme of extra learning support that has evolved through the collaboration of the authors. The results include reduced failure rates and improved student participation and performance through the development of a progressively more interactive approach, although gender differences have become apparent. The findings support the notion that curriculum redesign promoting interaction, autonomy and reflection combined with a collaborative programme integrating appropriate language and learning skills development with course content, can potentially benefit all students, and especially transitional students.

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