The learning environment in the first year of HE – a scoping review
(2023) The 20th EARLI Conference — Location: Thessalonnique (22.August.2023)
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- Abstract
- The question of students’ successful transition to Higher Education has been largely investigated for many years now. Research showed that student’s engagement is one of the most proximal predictor of student success and that students’ diversity need to be considered in order to better understand this challenging period. Yet it is still unclear today how the learning environment empirically play a role on the transition of diverse students during their first-year of studying. Grounded in educational interface model this systematic review investigated the recent studies on students’ experience during the first-year in HE. More precisely, this research focuses on the question: How does the learning environment supports student engagement during the transition to HE? Guided by the PRISMA 2020 statement, the search string allowed to identify 368 studies. Those studies were screened and refined to 74 articles directly relevant to our research question. Content analysis of the full papers which will be finished for the EARLI conference. The result of this scoping review aimed at reducing the shortage of consideration of the learning environment on first-year experience. It also focused on the identification of the features of the learning environment that provide a better consideration for students’ diversity. From a practical point of view, a clarification of the role of the learning environment can support lecturers in designing more engaging classes and study programs.
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Citations
Taiga Brahm, Franzizka Zellweger, & De Clercq, M. (2023). The learning environment in the first year of HE – a scoping review. The 20th EARLI Conference, Thessalonnique. https://hdl.handle.net/2078.5/102568