Abstract
Technology may be on the verge of replacing a
teacher but the behavioural dimension could probably not be by a BOT. I believe
behavioural connotations is crucial for the all round growth of students
especially at the undergraduate level. It is a period of change, freedom,
independence, maturity, graduating to a major in terms of age and the
associated boons and banes. The dynamic elements of behaviour will bear fruits
in the form of an effective engagement for students in the contemporary scenario
who are dictated by technology, social media intervention and peer pressures.
This paper is an attempt to emphasize the implication of behavioural learning
on pedagogy that is vital for the growth and development of the students at the
undergraduate level drawn from different states with varied backgrounds. The
transition of the student from school to university or college is a sensitive
passage that needs to be dealt with utmost care and diligence and belonging to
the teaching fraternity, it becomes imperative that we handle them with care.
In a diverse country like ours, the students with a backdrop of upbringing
greatly influenced by culture, language and ethnicity, the progression of these
students to adapt, change and merge with the mainstream is a challenge for the
pedagogues as they need to be the link in the chain of continuum. Along with retaining the individual identity
of the students in terms of skills, talent and academic qualification, the
expectations of the students are normally sky high with fear and fragility
thrown in and the culture clash in an urban city like ours is an inevitable
outcome that has to be tackled upfront to avoid fading away of students into
oblivion and obscurity.
Key words:
Transition, student diversity, behaviour
Introduction
Transition from school to college is a period of
glorious uncertainties that can mark a great realignment of thoughts and
systems. This upheaval of sorts brings with it lot of bounties and for many of
them, it more or less becomes a natural phenomenon wherein they realign and
reorganize their cognitive thinking. The commonalities that string these
individuals are optimism, confidence and strong sense of adaptability which are
the hallmarks of this change. The biggest change in someone’s life, I believe
is on this threshold, that brings with it responsibilities, independence,
growth and maturity. The game changer for the freshmen and women is undoubtedly
self efficacy, a remarkable ability that can work wonders for the go getters to
accomplish the new tasks and goals very objectively in the environment that may
be totally alien. The coping skills of such students do need to be appreciated
in this contemporary world of challenges lurking in every sphere of activity.
The exposure, knowledge quotient, expectations in terms of academics,
internships, research projects, industry collaboration and eventually
placements with decent packages even at the undergraduate level is immense and
limitless.
But all is not hunky dory in this transition phase. Some
may go through a massive upheaval that results in burn outs or disappear into
total oblivion. A random study based on observations and through personal
experiences has led me to believe that the gap between expectation and reality
among the students belonging to this category is wide. Bridging this gap by
setting realistic expectations and providing an ideal ambience for adjustments
could be a prerogative of the teaching fraternity that could go a long way in
preventing this kind of catastrophe. We, as teachers do have a fair share to
start a dialogue and process that would make the students better prepared and
fight adversities.
Purpose
The intention of the author through this paper is to:
a) Studying
the transition state from school to college among students
b) Understanding
the realities and myths associated with freshers
c) The
cause and effect of culture clash and the behaviour of students coming from
diverse backgrounds
d) Researching
the gaps between expectations and realities and suggesting solutions to prevent
breakdowns
Literature
review
The foundation of this
paper lies in:
Ø Professor Emeritus Vincent Tinto’s research study on “Taking Retention Seriously:
Rethinking the First Year of College Vincent Tinto, Syracuse University”
reviewed from http://www.nacadajournal.org/doi/pdf/10.12930/0271-9517-19.2.5?code=naaa-site
“Four institutional conditions stand
out as supportive of retention: information, advice, support, involvement, and
learning. First, students are more likely to persist and graduate in settings
that provide clear and consistent information about institutional requirements.
Students need to understand the road map to completion and know how to use it
to decide upon and achieve personal goals. Second, institutions that provide
academic, social, and personal support encourage persistence. Support that is
readily available and connected to other parts of student collegiate experience
leads to retention. Third, students are more likely to stay in schools that
involve them as valued members of the institution. The frequency and quality of
contact with faculty, staff, and other students have repeatedly been shown to
be independent predictors of student persistence. This is true for large and
small, rural and urban, public and private, and 2- and 4-year colleges and
universities. It is true for women as well as men, students of color and Anglo
students, and part-time and full-time students. Simply put, involvement
matters, and at no point does it matter more than during the first year of
college when student attachments are so tenuous and the pull of the institution
still so weak. Fourth, clearly the most important condition that fosters
student retention is learning. Students who learn are students who stay.
Institutions that are successful in building settings that educate their
students are institutions that are successful in retaining their students.
Ø Building
bridges: understanding student transition to university A.R.J. Briggs,J. Clark &I. Hall
https://srhe.tandfonline.com/doi/full/10.1080/13538322.2011.614468?src=recsys#.W1CgbNIzZ0u
It examines the complex liaison needed for students to progress
to appropriate courses, settle into university life and succeed as higher
education learners. It proposes that the development of higher education
learner identity is essential to student achievement and is initially encouraged
where schools, colleges and universities adopt integrated systems of
transition. This has clear implications for practice for higher education
administrators, academics and quality officers.
Ø The Transition from High School to
University: An Analysis of Advice for Students, Faculty and Administration
Carol Mutch
http://www.cshe.nagoya-u.ac.jp/publications/journal/no5/10.pdf
“Transition”is
different from change. Change is external and visible. A transition is internal
and less visible, the process you go through mentally when you face a big life
change.１） The research and theoretical
literature recognises the first year university or college freshman experience
as an identifiable period of transition.
To
know how to teach them better, we must understand our freshmen better. We must
have a clear eyed view of who they are, where they have come from, how they
have been instructed, what values they hold, and what their expectations or
goals are.
Ø Erickson, Bette LaSere &
Strommer, Diane Weltner, 1935- (1991). Teaching college freshmen (1st
ed). Jossey-Bass Publishers, San Francisco
“Gives new and veteran faculty practical guidance on how to most effectively
teach and create academic support systems for college students in their first,
most critical year. Describes how to design a useful syllabus, how to develop
productive out-of-class assignments, how to enhance class participation through
creative techniques, and how to evaluate student learning for better insights.”
https://trove.nla.gov.au/work/6444658?q&versionId=7432782
The observations in
this paper are based on personal experiences, secondary data available on the
subject matter and the views expressed are an outcome of these observations.
Analysis,
Inference and Rationale
The literature reviews
under consideration by the author relate to a period between the 1990s and
2000, an era just when innovations in the technological spectrum are sprouting
in India and much water has flown since then but the fact remains that students
still are isolated, remaining in the cocoon that hampers growth and
collaborative learning. We as teachers do ensure a balanced learning system
that incorporates bridge sessions to make all students come on the same page,
value added programmes that enhance skills, collective learning through
tutoring, mentoring for freshers among various other skill development courses.
But despite these best practices aided by a perfect blend of academic and non
academic programmes, the aloof remain aloof and alienated, the poor
communicators stay poor resulting in a clear demarcation between the adapters
and disconnected. With the advent of mobile technology, social media and
technology innovation, the levels of exposure are super high, the intelligence,
knowledge, emotional quotient is indeed remarkable, but again this is
applicable to the select few while many of them use these modern tools in an
inappropriate and incorrect manner that further pushes them into the abyss of
isolation. The classes are therefore dull, monotonous and mostly one sided and
whatever little participation or interaction comes from a miniscule population
and the rest are certainly disoriented. To bring the students to the mainstream
cannot wholly depend on the stress on performance in academics and related
activities but the teachers need to understand them inside out; their
behaviour, upbringing, cultures, previous education, values and beliefs,
expectations.
The rationale is based
on the strong beliefs that burnouts and breakdowns could be drastically reduced
with a little bit of support from the pedagogues. Bringing a cohesive
environment in the present day scenario, in institutions that the author is
familiar with, are all based on adding courses and programmes in order to make
it conducive for retention of the students. But are they yielding the necessary
results in terms of student compatibility with the culture and environs of the
college? The pertinent questions with regard to favourably holding the students
and make them perform in this paper is based on the logical reasoning of
understanding the students’ expectations and getting them into the thick of
things by thoughtful involvement and intervention. This support based system of
learning with the behaviour and background of individuals is the cornerstone of
this research paper.
The
Dilemma
One
sided conversations with very less participation
We still live in an age
where the system of education is essentially a one sided phenomenon with
teachers imparting whatever they know which the students absorb giving little
room for participative learning. Though the scheme and methodology of learning
implies role playing, case studies, presentations; these do not happen
instantly and is a slow and gradual process by which time the new comers are
already tackling varied problems. The effectiveness of these methods also
depends on the acceptability of the individual with the new age learning tools.
Unrelated
subjects and contents
Though the universities
update and streamline the courses, streams and their contents, there is still a
mismatch between the skill sets and the requirements. The content of most of
the subjects lean towards theory leaving no room for practical or application
learning and this poses serious problems for the first years who are already
tottering with communication issues
Communication
barriers
The biggest challenge
standing like a rock of Gibraltar is the medium of instruction which in many
cases is a massive shift from vernacular linked understanding to a rigid form
of learning in an alien language.
Wrong
choice of stream
The Indian society and
the mindset of the parents still act as a stumbling block to the choice of
subjects based on interest, passion and inclination backed by talent and
skills. The convictions and dogmas are so skewed in favour of a degree that is
considered elite which sidelines the aspirations of the students at large. The
inflexible and uncompromising attitude of the parent disallows them to chase
their dreams
Over
expectations
Hopes are pinned on the
students right from day one and even before they enter the corridors of higher
education and this presents itself from three directions – the parents, the
student community themselves and the faculty leading to disappointments,
frustrations and depressions.
Incompatibility
Incompatibility with
the new surroundings in terms of cross cultural issues, technology adaptation, rural-urban
divide, financial stress and strains is a major hindrance for adjustment
resulting in distorted cognitive thinking resulting in disintegration.
Isolated
learning despite being in a group
Excessive domination by
a select few, favouritism, in group behaviour exhibits by faculty can cause alienation
of the students who therefore remain aloof and detached
Excessive
influence of gadgets and Social media interference
A bane of technology
has been in the student fraternity avoiding social interactions on a personal
or group level as these gadgets become their companions and this social
disconnect has immense implications on behaviour.
Wrong
choice of friends’ circle and role models
Students succumb to
influence of local students and do end up with a wrong group who may have a
strong negative influence and this causes to deviate from the main path of
trajectory eventually to a point of no return. Also the choice of role models
and inspirations can be a roadblock to transition. There is also a great risk
of students falling prey to alcohol abuse, smoking and substance use.
Disconnect
with the faculty
The indifferent and
callous attitude of the faculty towards the lesser mortals due to many reasons
such as academic performance, attitudes and perceptions, communication
barriers, in and out group tendency, prejudice, bias and favouritism creates a
void.
Political
ideologies and inclinations
Many institutions become
hotbeds for nurturing political ambitions and students go astray with the
ideologies and mob hysteria syndrome.
Easy
admissions with low cut-offs and quotas
The colleges are bogged down with admission numbers to fulfil
the university quota requirement and so the selection process is diluted with
easy cut off that affect the quality on inputs as many of them may fail even in
the basic prerequisites.
Influence of movies
Easy access to movies on their smart phones has disengaged
the students and allows them to slip into a world of fantasy and the fallout is
discontinuity in education.
Parental ignorance and illiteracy
These set of students may be first generation learners in the
family who therefore do not enjoy any academic as well as non academic support
from their parents.
Implication
of behavioural learning in pedagogy for smooth student transition
Fitting the college to the student irrespective of
the background is the order of the day and this indeed needs a 180 degree
turnaround that makes the student to match the institution. To inculcate a
sense of belongingness by bridging the gaps and providing the right support
system in the form of correct information, building bonhomie through rightful
interaction, cohesive and community learning approach, involved, participative
learning and inclusiveness become imperative for reducing the student dropout
rates.
While most of us may be feeling that most of the
aforesaid are being carried out in letter and spirit, the outcomes have still
not had the rightful impact. The student dropout rate is still alarmingly high
and those who survive the odds, fight isolation and the associated challenges
and threats.
Adhering to the university curriculum, academic
knowledge development, syllabus completion, training on exam perspective may
all be high on the agenda in the minds of the teachers, but at the same time,
critical thinking, shared learning, moulding with the new environs, providing
an ideal support system for inclusive and conducive learning need to be adopted
by the faculty community to prevent students from being square pegs in round
holes. The delicate and sensitive transition period could well use innovative
practices that aid and abet interactive learning by recognition of individual
strengths and weaknesses. Certain dimensions have been stringed together in the
following paragraphs as suggestive measures which are purely conceptual and
would be taken up by the author in the field of explorative research study in
future.
Recommendations
and suggestions
Ø Peer
tutoring – overcoming cultural barrier. The doggedness of the teachers with
regard to cultural differences could well be overcome by involving the students
from the same geographical location in the form of peer tutoring giving way to
better understanding. This is an age old tried and tested formula to overcome
the regional bias in creating an ideal environment for early adaptability. It
also assists in team building with shared responsibility. While this will
genuinely reduce the difficulties arising due to culture differences, this remedy
may prove detrimental as it may create demographical imbalances and groupism.
The dyadic communication at the initial stage has to be elevated to
interlinking conversations by forming random groups.
Ø Similar
interest group circles – roping in students from across communities, lands,
streams of learning to be part of a common activity which could be non academic
can go a long way in creating positive vibes within the non starters. Linked
courses and classrooms, typically in the form of clubs of interest generate
curiosity, and to unleash the hidden talent and interdependence. This will also
generate social interaction thereby avoiding introversion patterns of
behaviour.
Ø Bangalore
University has beautifully interwoven skill development activities within the
content giving room to application based thinking. However, very few colleges
have effectively implemented this construct. The primary fault is that we are
trying to implement these without the fundamental requirement of addressing the
basic issue of communicative English. Any such activity could bear fruits only
if the student gets the communication clearly. Bridge courses to help learn the
rudiments of the language would enable a better handling of these activities.
Ø The
University curriculum also includes skill development courses such as
understanding Indian Constitution, learning personality dimensions, knowing the
culture, society and diversity, being creative and innovative in various
semesters which is an effective add on to the value of the course. The
effectiveness of such an add on can be further enhanced by having ice breaking
sessions which would include reality check, pegging expectations that can be
matched and doing a SWOT on the students
in order to make these programmes successful in setting the stage for student
transition.
Ø Inculcating
value in the individual by frequent interactions, encouragements and motivation
and appreciations even for the smallest task accomplished. This goes a long way
to promote positivity in the disconnected students.
Ø Inviting
parents, siblings over – frequent meetings with the family members and
guardians can help the teachers to understand the background better and is an
ideal platform to highlight the problems and challenges the students are facing
in the new atmosphere. This will also help to get into conversations with the
students in an effective manner.
Ø Dropouts
from other streams and students who juggle jobs early on due to financial
stress and strain need to be given extra care and attention as they may be
already on the verge of breakdown. Motivational pep talks by seniors and alumni
who may have overcome similar challenges could guide these students mentally to
make them emerge stronger.
Conclusion
The continuum of education depends on the smooth
transition from school to university and as teachers at the undergraduate
level, we need to mind the gap existing and make sure that the students retain
their identities and do not pass into oblivion. The emotional interaction and
connect between the pedagogues and students can alleviate the dislocation,
alienation and exclusion of students coming in from different parts of the
country with diverse cultural and ethnic backgrounds. To a large extent, reducing
the drop out or under performance or dissatisfaction rate rests with a joint
effort between the student community and the teaching fraternity. The ever
changing family structure and pattern with the strong influence of the social
media and a history of the disconnect already present in the students in
earlier academic pursuits or the pressures of a part time job to tide over a
financial crisis could leave ample room for a bumpy transition causing havoc to
these students psychologically and scarring them beyond repair. The qualitative
and quantitative measures entailed above may have to be effectively
incorporated with the teaching tools to have a seamless transition and they
have to be constantly monitored to yield maximum performance. Instructor’s
care, transparent and interactive approach topped off with acceptance and
inclusiveness is a concocted mix of ingredients for an ideal student retention
recipe.
References
A R J Briggs, J Clark and I Hall,
2013, Building bridges: understanding student transition
to university https://doi.org/10.1080/13538322.2011.614468
Bette LaSere Erickson, Diane Weltner Strommer, 1991, Jossey-Bass Publishers
https://trove.nla.gov.au/work/6444658?q&versionId=7432782
Kerri-Lee Krause and Hamish
Coates, 2008 “Students’ engagement in first‐year university” https://doi.org/10.1080/02602930701698892
Laura D. Pittman &Adeya
Richmond, 2010 “University Belonging, Friendship Quality, and Psychological Adjustment
During the Transition to College” https://doi.org/10.3200/JEXE.76.4.343-362
Houston Lowe &Anthony Cook, 2010, Mind the Gap: Are students
prepared for higher education? https://doi.org/10.1080/03098770305629
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