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Using Vision Boards to Encourage the Development of Key Transition Skills
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Key transition skills are mastered by students who successfully navigate change and self-regulate their approach to learning at university. This requires elements of deep learning (Entwistle 2000) and self-directed learning (QAA/HEA Report 2015). Students can control their effort and persistence (Margolis and McCabe 2003; Schunk 2003) to demonstrate academic self-efficacy resulting in change being seen as a challenge that is faced with tranquillity (van Dinther et al 2010). Morisano et al (2010) reported a positive correlation between self-reflection and setting realistic goals and vision boards used as an integral part of induction have been found to assist students to achieve the latter.
Elaine M Clafferty and Barry J. Beggs, Glasgow Caledonian University
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