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

Kelly Louise Edmunds; Jean-Charles de Coriolis; Carl Harrington

doi:10.29311/ndtns.vi19.4557

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

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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.

Original language	English
Journal	New Directions in the Teaching of Natural Sciences
Volume	19
DOIs	https://doi.org/10.29311/ndtns.vi19.4557
Publication status	Published - 6 Aug 2024

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education
SDG 10 Reduced Inequalities

Keywords

student engagement
widening participation
attainment gap
POLAR4

Access to Document

10.29311/ndtns.vi19.4557Licence: CC BY

Research+Directions+Edmunds+et+al+FINALFinal published version, 367 KBLicence: CC BY

Cite this

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