Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success.
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| Title: | Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success. |
|---|---|
| Authors: | Bernacki, Matthew L.1,2,3 mlb@unc.edu, Gianoutsos, Dan J.4 Dan.gianoutsos@unlv.edu, Cogliano, MeganClaire5 Megan.cogliano@unlv.edu |
| Source: | Innovative Higher Education. Oct2025, Vol. 50 Issue 5, p1433-1460. 28p. |
| Subject Terms: | *First year experience programs, *Academic achievement, *College students, *Higher education, *School dropout prevention |
| Abstract: | In this five-year longitudinal study focused on digital support for continuing and first-generation college students, we examined how digital curricular enhancements that promoted students' self-regulated learning skills (e.g, the Science of Learning to Learn) through trainings delivered on the university learning management system course site of an in-person, first-year seminar affected students' academic performance in the first and subsequent semesters and their retention at the university. We examined FYS students' responses during training activities were scored as indicators of students' understanding of learning strategies (i.e., fidelity of training) and compared the effects of a digital learning skills training focused on cognitive strategies and self-regulated learning that should benefit academic achievement against a control condition who studied financial management and campus engagement content that might differently benefit their retention. While effects were not as impactful for continuing generation students, first-generation college students who completed the five-module learning skill training earned a higher cumulative GPA over 5 years of subsequent observation and later differences in retention were observed to emerge. The implications of digital skill training for academic achievement and retention are discussed from a higher education perspective. [ABSTRACT FROM AUTHOR] |
| Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188624344 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bernacki%2C+Matthew+L%2E%22">Bernacki, Matthew L.</searchLink><relatesTo>1,2,3</relatesTo><i> mlb@unc.edu</i><br /><searchLink fieldCode="AR" term="%22Gianoutsos%2C+Dan+J%2E%22">Gianoutsos, Dan J.</searchLink><relatesTo>4</relatesTo><i> Dan.gianoutsos@unlv.edu</i><br /><searchLink fieldCode="AR" term="%22Cogliano%2C+MeganClaire%22">Cogliano, MeganClaire</searchLink><relatesTo>5</relatesTo><i> Megan.cogliano@unlv.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Innovative+Higher+Education%22">Innovative Higher Education</searchLink>. Oct2025, Vol. 50 Issue 5, p1433-1460. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+prevention%22">School dropout prevention</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this five-year longitudinal study focused on digital support for continuing and first-generation college students, we examined how digital curricular enhancements that promoted students' self-regulated learning skills (e.g, the Science of Learning to Learn) through trainings delivered on the university learning management system course site of an in-person, first-year seminar affected students' academic performance in the first and subsequent semesters and their retention at the university. We examined FYS students' responses during training activities were scored as indicators of students' understanding of learning strategies (i.e., fidelity of training) and compared the effects of a digital learning skills training focused on cognitive strategies and self-regulated learning that should benefit academic achievement against a control condition who studied financial management and campus engagement content that might differently benefit their retention. While effects were not as impactful for continuing generation students, first-generation college students who completed the five-module learning skill training earned a higher cumulative GPA over 5 years of subsequent observation and later differences in retention were observed to emerge. The implications of digital skill training for academic achievement and retention are discussed from a higher education perspective. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Innovative Higher Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188624344 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10755-025-09783-3 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 1433 Subjects: – SubjectFull: First year experience programs Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: College students Type: general – SubjectFull: Higher education Type: general – SubjectFull: School dropout prevention Type: general Titles: – TitleFull: Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bernacki, Matthew L. – PersonEntity: Name: NameFull: Gianoutsos, Dan J. – PersonEntity: Name: NameFull: Cogliano, MeganClaire IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 07425627 Numbering: – Type: volume Value: 50 – Type: issue Value: 5 Titles: – TitleFull: Innovative Higher Education Type: main |
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