Document Type

Journal Article

Publisher

Springer

Faculty

Faculty of Education and Arts

School

School of Education/Centre for Higher Education Learning and Teaching Research

RAS ID

18498

Comments

This article was originally published as: Lane, J. M., & Sharp, S. (2014). Pathways to success: Evaluating the use of "enabling pedagogies" in a university transition course. GSTF Journal on Education, 2(1), 66-73. Original article available here

Abstract

All universities in the Western world strive to attract and retain students, particularly those students who would not normally engage in tertiary studies. One way to widen access to university courses is to provide an enabling or alternative entry pathway course. The research reported in this paper was undertaken at an Australian university that has a social equity agenda to support students from diverse backgrounds to successfully engage in tertiary study. An evaluation was conducted of a particular pathway course at this university, with a view to contributing to knowledge on teaching and learning strategies in enabling courses. The research outcomes include a model of an enabling pedagogy designed to build a supportive learning community to help students’ transition into further studies.

Creative Commons License

Creative Commons Attribution-Noncommercial 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 3.0 License

Included in

Education Commons

Share

 
COinS