‘Direct entrants in transition: becoming independent learners’ published in 2013 by Hazel Christie, Paul Barron and Norma D’Annunzio-Green in the journal for Studies in Higher Education. Its goal was to evaluate independent learning journey’s and struggles that direct entrant students experienced becoming independent learners entering a second or third year of their degree compared to first-year students. Hearing from students themselves will expose how they successfully made the transition to their respective degrees and their experiences struggling to become an independent learner, time management in a new environment.
The challenge for direct entrant students is adjusting to the different learning environment at university level, where …show more content…
Students felt the loss of the secure environment provided for them at college. They also found it hard to manage their time successfully; putting off tasks and only doing enough to get by. Students thought the independent study was lonely with fewer contact hours and most of the study done by themselves. After their first year, it was obvious that they needed to prioritise time management and independent study if they wanted to be successful.
The third group struggled with university experience, time management, and independent learning. These students were identified to have had difficulties becoming independent learners as they did not understand what was expected of them, and found it stressful and lonely transitioning to university as it was a vast change from their previous college. This left them feeling unprepared and their confidence took a hit when it came to managing time for exam study and assessments. Their key to success was adapting to a new
The challenge for direct entrant students is adjusting to the different learning environment at university level, where …show more content…
Students felt the loss of the secure environment provided for them at college. They also found it hard to manage their time successfully; putting off tasks and only doing enough to get by. Students thought the independent study was lonely with fewer contact hours and most of the study done by themselves. After their first year, it was obvious that they needed to prioritise time management and independent study if they wanted to be successful.
The third group struggled with university experience, time management, and independent learning. These students were identified to have had difficulties becoming independent learners as they did not understand what was expected of them, and found it stressful and lonely transitioning to university as it was a vast change from their previous college. This left them feeling unprepared and their confidence took a hit when it came to managing time for exam study and assessments. Their key to success was adapting to a new