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- W189820541 abstract "There are an increasing number of students transferring from two-year to fouryear higher education institutions. Receiving schools are often challenged to provide outreach to students who find themselves in transition. While a substantial amount of research on the transfer population exists, there is little available to describe the experience of transfers engaged in learning community programs. In this qualitative case study analysis the role that learning community programming has on the transition experience of transfer students is investigated. Additionally, the importance of selfefficacy in the overall adjustment to the university is examined. Twelve participant accounts of recently transferred community college students detailing self-efficacy and learning community involvement were gathered through multiple data collection methods. Two interviews were conducted with each student at which time the New SelfEfficacy Scale (Chen, 2001) survey was administered. Later in the semester a focus group was conducted with the transfer students. Collected data were audio-recorded, transcribed, coded and analyzed for themes. Students’ reports of self-efficacy in the transition experience of transfer learning community participants were a particular focus of the analysis. Findings support that learning community classroom experiences such as" @default.
- W189820541 created "2016-06-24" @default.
- W189820541 creator A5084441367 @default.
- W189820541 date "2018-08-10" @default.
- W189820541 modified "2023-09-27" @default.
- W189820541 title "Learning communities: Understanding the transfer student experience" @default.
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- W189820541 doi "https://doi.org/10.31274/etd-180810-2222" @default.
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