Exploring language needs of college transfer students with learning analytics: towards a more equitable experience

• Dennis Foung ^[1] ; Julia Chen ^[2] ; Kin Cheung ^[2]
  1. [1] University of British Columbia

     University of British Columbia

     Canadá

     
  2. [2] Hong Kong Polytechnic University

     Hong Kong Polytechnic University

     RAE de Hong Kong (China)

     
• Localización: International Journal of Educational Technology in Higher Education, ISSN 2365-9440, Nº. 20, 2023
• Idioma: inglés
• Enlaces
  • Texto completo (pdf)
• Resumen

  • College transfer students are those who follow a diferent trajectory in their higher education journeys than traditional students, completing a sub-degree before pursuing a bachelor’s degree at a university. While the possibility of transferring makes higher education accessible to these students, previous studies have found that they face various challenges, from issues with course load to language challenges. This study aims to examine (1) the critical factors contributing to the success of transfer students in a language course; and (2) how transfer students perform better or worse than those who enter university directly. This study conducted learning analytics with 700 college transfer students in Hong Kong, retrieving their demographic and learning data from the learning management system and the university academic registry. The results suggest that English exam scores, current semester GPA, graduating GPA at community college and current course load are important predictors of transfer students’ success in language courses. This study also fnds that transfer students have lower levels of language profciency than direct entrants. It concludes with specifc recommendations to make higher education more accessible to transfer students and suggestions on how to use learning analytics to track students with diferent trajectories.