Journal of Information Systems Education (JISE)

Volume 33

Volume 33, Issue 1, Pages 87-97

Winter 2022


Can e-Learning Enable the Transition to University for Computing and Electronic Engineering Students from Low Socio-Economic Status? A Socio-Cultural Approach


Antonios Kaniadakis
Brunel University London
London, United Kingdom

Eranjan Udayanga Padumadasa
Queen Mary University of London
London, United Kingdom

Abstract: Students enrolling to university holding vocational qualifications to study Computer Science and Electronic Engineering struggle to adapt to the requirements of academic life. As a result, they show higher dropout rates and perform less well than the sector-adjusted average. Following a socio-cultural approach, we present a practice-based ethnographic study of an e-learning initiative at a Russell Group University in the UK aiming to enable the transition of students holding Business and Technology Education Council (BTEC) qualifications. We look beyond “access” issues around e-learning and instead focus on the university’s organizational implementation efforts and the ways students engage with e-learning. Our findings show that although the online module could potentially enable students to actively engage in developing their personal and professional identity, the university struggled to embed it in their strategy and organizational practices.

Keywords: Transition, Vocational qualifications, e-Learning, BTEC, Socio-cultural, Professional identity

Download This Article: JISE2022v33n1pp87-97.pdf


Recommended Citation: Kaniadakis, A., & Padumadasa, E. U. (2022). Can e-Learning Enable the Transition to University for Computing and Electronic Engineering Students from Low Socio-Economic Status? A Socio-Cultural Approach. Journal of Information Systems Education, 33(1), 87-97.