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College-transfer students are generally older but show no significant differences in learning approach or academic performance. 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This supports college-transfer as a viable option for non-traditional university students, provided policies and formal articulation agreements are carefully drafted.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596621,1792105695,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","CSSHE  \nSCÉES  \nCanadian Journal of Higher Education Revue canadienne d’enseignement supérieur Volume 45, No. 2, 2015, pages 168-192  \nA Comparison ofFactors Related to University Students’ Learning: CollegeTransfer and Direct-Entry from High School Students  \nAnita Acai & Genevieve Newton  \nUniversity of Guelph  \nAbstract  \nArticulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandatedin some Canadian provinces and highly encouraged in others. In this study, we compared learning in collegetransfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of collegetransfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.  \nCJHE / RCES Volume 45, No. 2, 2015  \nLearning Differences and College-Transfer Students / A. Acai & G. Newton 169  \nRésumé  \nLes ententes d’articulation entre les collèges et les universités (qui permettent aux étudiants de programmes d’études collégiales de deux ans d’être admis dansun programme universitaire de quatre ans) sont prescrites dans certaines provinces canadiennes et fortement encouragées dans d’autres. Chez des étudiants de l’Université de Guelph-Humber en Ontario, la présente étudea comparé huit facteurs liés à l’apprentissage, entre les études universitaires après un séjour au collège et les études universitaires directement après les études secondaires (DEHS), soit l’âge, le sexe, les années d’expérience postsecondaire, laméthoded’apprentissage, le rendementscolaire, l’utilisation de ressources d’apprentissage disponibles, l’expérience subjective en matièrede cours et les objectifs de carrière. Nos résultats démontrent que, tandis que les étudiants qui passent par le collège ont tendance à être plus âgés que les étudiants DEHS, leurs méthodes d’apprentissage et leurs résultats scolaires restent sensiblement les mêmes. Cette constatation est importante et suggère que les programmes avec transfert collégial sont une solution acceptable pour les étudiants non traditionnels. Nous concluons que la réussite scolaire des étudiants qui transitent au collégial est réalisable si on étudie attentivement les politiques, comme les critères d’admission et la rédaction d’ententesd’articulation formelles entre les institutions.  \nIntroduction  \nIn higher education, transfer programs are created by two postsecondary institutions formally agreeing to allow students to use previous academic experience from one institution to achieve advanced standing in a related program at the second institution (Boggs & Trick, 2009) . This type of partnership is common between colleges and universities: students with two-year college diplomas can receive advancement toward a four-year university degree or vice versa. When focusing on student mobility from colleges to universities, articulation agreements typically take one of three forms: bilateral agreements, whereby two institutions with related programs allow credits from a college program tobe transferred toward a university degree program; multilateral agreements, whereby several universities with related programs accept transfer credits from a single college program; and concurrent programs, whereby students work toward the requ","cbCaidNrXOwVNpi9","https://ap.wps.com/l/cbCaidNrXOwVNpi9","pdf",674006,25,"English","# Introduction\n# Transfer Programs in Canada","[{\"question\":\"What is the main comparison made in this study?\",\"answer\":\"The study compares college-transfer students with direct-entry from high school (DEHS) students at the University of Guelph–Humber, focusing on differences in learning-related factors.\"},{\"question\":\"Which learning factors are analyzed in the research?\",\"answer\":\"Eight factors are examined: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals.\"},{\"question\":\"What do the results suggest about college-transfer programs?\",\"answer\":\"Although college-transfer students tend to be older, they do not significantly differ in learning approach or academic performance. This supports college-transfer as a viable option for non-traditional university students, provided policies and formal articulation agreements are carefully drafted.\"}]","A Comparison of Factors Related to University Students’ Learning - College Transfer and Direct-Entry from High School Students | PDF",1792083419,63]