Can e-Learning Enable the Transition to University for Computing and Electronic Engineering Students from Low Socio-Economic Status? A Socio-Cultural Approach

Autor/inn/en	Kaniadakis, Antonios; Padumadasa, Eranjan Udayanga
Titel	Can e-Learning Enable the Transition to University for Computing and Electronic Engineering Students from Low Socio-Economic Status? A Socio-Cultural Approach
Quelle	In: Journal of Information Systems Education, 33 (2022) 1, S.87-97 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-3096
Schlagwörter	Electronic Learning; College Students; Online Courses; Professional Identity; Employment Qualifications; Foreign Countries; Student Adjustment; Social Influences; Cultural Influences; Social Capital; Cultural Capital; Low Income Students; Educational Technology; Computer Science Education; College Readiness; Vocational Education; Transitional Programs; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Online course; Online-Kurs; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Ausland; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Sozialer Einfluss; Cultural influence; Kultureinfluss; Sozialkapital; Unterrichtsmedien; Computer science lessons; Informatikunterricht; Ausbildung; Berufsbildung; Großbritannien
Abstract	Students enrolling to university holding vocational qualifications to study Computer Science and Electronic Engineering struggle to adapt to the requirements of academic life. As a result, they show higher dropout rates and perform less well than the sector-adjusted average. Following a socio-cultural approach, we present a practice-based ethnographic study of an e-learning initiative at a Russell Group University in the UK aiming to enable the transition of students holding Business and Technology Education Council (BTEC) qualifications. We look beyond "access" issues around e-learning and instead focus on the university's organizational implementation efforts and the ways students engage with e-learning. Our findings show that although the online module could potentially enable students to actively engage in developing their personal and professional identity, the university struggled to embed it in their strategy and organizational practices. (As Provided).
Anmerkungen	Journal of Information Systems Education. e-mail: editor@jise.org; Web site: http://www.jise.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01