Engagement with online resources and widening participation status: Observations from a large, diverse Foundation Year science cohort

Edmunds, Kelly Louise ORCID: https://orcid.org/0000-0001-5351-3721, de Coriolis, Jean-Charles and Harrington, Carl ORCID: https://orcid.org/0009-0001-2789-6391 (2024) Engagement with online resources and widening participation status: Observations from a large, diverse Foundation Year science cohort. New Directions in the Teaching of Natural Sciences, 19. ISSN 1740-9888

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Abstract

Despite focused effort and attention over recent years, many potential barriers to progression and success remain within Higher Education. This study focuses on a cohort of 168 students studying on two semester-long Foundation Year Biological Sciences modules delivered at the University of East Anglia in the academic year 2021/22. These modules take place in consecutive semesters within the same academic year and specifically target students from underrepresented and widening participation backgrounds. This study seeks to understand whether a student’s widening participation background influences their engagement with online study resources.

Item Type: Article
Uncontrolled Keywords: student engagement,widening participation,attainment gap,polar4,sdg 4 - quality education,sdg 10 - reduced inequalities ,/dk/atira/pure/sustainabledevelopmentgoals/quality_education
Faculty \ School: Faculty of Science > School of Biological Sciences
Faculty of Science
UEA Research Groups: Faculty of Science > Research Groups > Biosciences Teaching and Education Research
Depositing User: LivePure Connector
Date Deposited: 26 Sep 2024 15:30
Last Modified: 30 Sep 2024 11:30
URI: https://ueaeprints.uea.ac.uk/id/eprint/96810
DOI: 10.29311/ndtns.vi19.4557

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