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Enhancing Students' Transition to University through Online Preinduction Courses

Enhancing Students' Transition to University through Online Preinduction Courses

Ursula Wingate
Copyright: © 2009 |Pages: 23
ISBN13: 9781599048147|ISBN10: 1599048140|ISBN13 Softcover: 9781616925949|EISBN13: 9781599048178
DOI: 10.4018/978-1-59904-814-7.ch009
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MLA

Wingate, Ursula. "Enhancing Students' Transition to University through Online Preinduction Courses." Applied E-Learning and E-Teaching in Higher Education, edited by Roisin Donnelly and Fiona McSweeney, IGI Global, 2009, pp. 181-203. https://doi.org/10.4018/978-1-59904-814-7.ch009

APA

Wingate, U. (2009). Enhancing Students' Transition to University through Online Preinduction Courses. In R. Donnelly & F. McSweeney (Eds.), Applied E-Learning and E-Teaching in Higher Education (pp. 181-203). IGI Global. https://doi.org/10.4018/978-1-59904-814-7.ch009

Chicago

Wingate, Ursula. "Enhancing Students' Transition to University through Online Preinduction Courses." In Applied E-Learning and E-Teaching in Higher Education, edited by Roisin Donnelly and Fiona McSweeney, 181-203. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-814-7.ch009

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Abstract

This chapter proposes online preinduction courses as an innovative method for preparing students for learning in higher education. It is argued that such courses would be most effective as components of a comprehensive learning support framework. One specific online preinduction course, which was created for undergraduate students of management, is presented. The design principles as well as the rationale and content of its five modules are discussed. The design of the course is based on constructivist, experiential, and situated learning theories, which determined the choice of subject-specific materials and authentic activities. The second part of the chapter focuses on the pilot study in which students were observed and asked to think aloud while working on the course’s materials and tasks. Findings from the pilot study show that the instructional design principles were successful in helping students to achieve the various learning objectives.

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