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ERIC Number: EJ1462835
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2514-5347
EISSN: N/A
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.
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)
Grant or Contract Numbers: N/A
Author Affiliations: N/A