How Does a STEM Access Module Prepare Adult Learners to Succeed in Undergraduate Science?

Autor/inn/en	Butcher, John; Clarke, Anactoria; Wood, Carlton; McPherson, Elaine; Fowle, Wendy
Titel	How Does a STEM Access Module Prepare Adult Learners to Succeed in Undergraduate Science?
Quelle	In: Journal of Further and Higher Education, 43 (2019) 9, S.1271-1283 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Butcher, John) ORCID (Wood, Carlton) ORCID (Fowle, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2018.1476679
Schlagwörter	STEM Education; Learning Modules; Adult Students; Access to Education; Instructional Effectiveness; Disadvantaged; Tutors; Student Attitudes; Mathematics Achievement; Study Skills; Distance Education; Independent Study; Skill Development; Interdisciplinary Approach; Undergraduate Study; Foreign Countries; Open Universities; United Kingdom (England) + Suchen Sie Ihr Suchwort? STEM; Learning module; Lernmodul; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Education; Access; Bildung; Zugang; Bildungszugang; Unterrichtserfolg; Förderlehrer; Lehrender; Tutor; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Studientechnik; Distance study; Distance learning; Fernunterricht; Selbststudium; Kompetenzentwicklung; Qualifikationsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Grundstudium; Ausland; Offene Universität
Abstract	This article explores the impact of a science, technology, engineering and mathematics (STEM) Access module on the progression of students to undergraduate Science. Drawing on the Widening Participation (WP) literature, this research investigated the experience of adult learners from disadvantaged backgrounds taking their first steps into higher education (HE). A mixed methods institutional case study was conducted, drawing on extensive survey data and interviews with students and tutors. Key findings included: enhanced student understanding of how to use tutor support; improvement in the skills and confidence of students in relation to maths, as a result of an embedded interdisciplinary curriculum; and an uplift in student study skills. This study was undertaken in a distance learning context, addressing issues in entry-level STEM, but the conclusions are applicable to other HE settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01