ERIC Number: EJ1462835
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2514-5347
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Available Date: 0000-00-00
"Effective Teaching in a Humanities and Languages Foundation Year": Lessons Learned from Teaching during a Pandemic
Prism: Casting New Light on Learning, Theory & Practice, v6 n1 p6-20 2024
This paper will explore key research around Foundation year entry at a large Northwest university in England, UK and explore what makes effective provision. It will share lessons learned during COVID-19 from student feedback from a Humanities, and Languages foundation year. There is some research around what makes for a successful foundation year. This has not had the attention it deserves, and there are still only a few papers based in the UK context. The paper explores and discusses key aspects that make a foundation entry programme successful. Furthermore, the paper explores the experiences of students from non-traditional backgrounds, (or with non-standard qualifications), and how they can underperform in comparison to students with more traditional academic backgrounds, i.e., those that have successfully passed standard Advanced Levels. In relation to non-traditional students, a good Foundation Year can help improve the outcomes for these students, and offer them opportunities to be as successful -- or indeed more successful -- than traditional entry students.
Descriptors: Foreign Countries, Humanities Instruction, Teacher Effectiveness, COVID-19, Pandemics, Universities, Introductory Courses, Cultural Context, Program Evaluation, Student Experience, Program Effectiveness, College Students, Nontraditional Students, Success, Languages
Liverpool John Moores University. Student Life Building, 10 Copperas Hill, Liverpool, L3 5AH, UK. Tel: +44-151-231-4648; Web site: https://openjournals.ljmu.ac.uk/index.php/prism/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)
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Author Affiliations: N/A