We conducted a study to assess its usefulness, usability, and effective use, assessing the COMPER environment on 181 first-year students (from a two-year French university diploma in computing), in addition to practical work conducted remotely.

It consists of a graphical presentation of the learners’ competency profile (following the open learner model’s approach) and a personalized resources recommendation system that includes a platform including an exerciser to practice. Years to help the students be better prepared.Ĭombining a competence-based approach and self-regulation, the COMPER project offers an environment to be used in addition to the courses in remote and blended modalities in higher education. That interventions should be implemented in earlier Students face signifi cant learning and academic challengesĭuring FYUP. (c) they reported a narrow range of learning, motivational,Īnd emotional strategies. Looking forward to their university experience but wereĬoncerned about failing or not fi nding their place and Of the high academic demands) (b) students were (that affects their general well-being, mostly because Showed that (a) the participants struggled greatly duringįYUP, experiencing high levels of academic stress Their attitudes toward this academic year. With 75 students from two public high schools, We thus explored, using in-depth interviews Yet research has not investigated how students experience It students must also pass the university entry exam. It is extremelyĭemanding academically in itself and by the end of Final Year level of the University PreparatoryĬycle (FYUP) –in Spanish 2º Bachillerato– is one of the

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