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<p>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,&#xa0;the Science of Learning to Learn)&#xa0;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&#xa0;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.</p>

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Examining Digital Curricular Enhancements to First-Year Seminars and Effects on College Success

  • 期刊论文

  • 发表日期：

    2025年3月8日

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  • Matthew L. Bernacki,
  • Dan J. Gianoutsos,
  • MeganClaire Cogliano

摘要

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.