Tutoring strategies to engage first-year students in the transition to university learning : the students' perspective

Transition to university learning is often difficult and complex for Australia's diverse student population, therefore it is important for academics to implement strategies that enhance student engagement. This paper examines how students perceive the usefulness of tutoring strategies adopted in the first six weeks of study, specifically how these strategies assist in engaging students in their learning. A qualitative approach was adopted to explore the feedback from a group of first-year students in a Property Programme on their learning experience in an Australian university. Three main themes were highlighted in the findings: student-centred teaching style, feedback, and assessments. Of these, the student-centred teaching style was identified as the most significant factor in engaging students' learning and, hence, in assisting students with their transition. This suggests that tutors need to be student-centred and caring of students in engaging in their study, particularly during the transition period.