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Paper Number
1747
Paper Type
Completed
Description
High drop-out rates among students endanger the goal of improving the quality of higher education. In the student lifecycle, the "transition-in" phase is particularly critical, as most premature drop-outs happen in this phase. Thus, universities and society need to find solutions to help students manage the challenges of the "transition-in" phase. We examine whether a mobile learning app designed and developed for the particular needs of business and economics students can support these students in this crucial phase. Using two well-established models – the "five senses of student success" and "student approaches to learning", we document that the mobile solution proposed here is well suited to support success factors that are essential for the "transition-in" phase. Hence, we could show that app usage can positively affect students' sense of capability, resourcefulness, and the strategic approach while mitigating the surface approach.
Recommended Citation
Voshaar, Johannes; Wecks, Janik Ole; Johannsen, Florian; Knipp, Martin; Loy, Thomas; and Zimmermann, Jochen, "Supporting Students in the Transition to Higher Education: Evidence from a Mobile App in Accounting Education" (2023). ICIS 2023 Proceedings. 1.
https://aisel.aisnet.org/icis2023/learnandiscurricula/learnandiscurricula/1
Supporting Students in the Transition to Higher Education: Evidence from a Mobile App in Accounting Education
High drop-out rates among students endanger the goal of improving the quality of higher education. In the student lifecycle, the "transition-in" phase is particularly critical, as most premature drop-outs happen in this phase. Thus, universities and society need to find solutions to help students manage the challenges of the "transition-in" phase. We examine whether a mobile learning app designed and developed for the particular needs of business and economics students can support these students in this crucial phase. Using two well-established models – the "five senses of student success" and "student approaches to learning", we document that the mobile solution proposed here is well suited to support success factors that are essential for the "transition-in" phase. Hence, we could show that app usage can positively affect students' sense of capability, resourcefulness, and the strategic approach while mitigating the surface approach.
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