Transcript Slide 1

Becka Currant, Senior Adviser Learner Development Unit
www.brad.ac.uk/lss/learnerdevelopment
Neil Currant, Project Officer –
Enhancing Learner Progression
www.elp.ac.uk
Overview
“The Student Perspective on Initial
Transition and Engagement”
 Research focus & outcomes
 First year Experience questionnaire
 Development of online materials
 Barriers
 Next Steps
Research Focus
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“Initial transition and engagement
with the institution”
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FYE Questionnaire (semesters 1 & 2)
Feeds into national work on FYE
Longden and Yorke
 Harvey and Drew
 EFYEN
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1st Year Experience Questionnaire
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Focus on range of issues to do with
engagement, transition, induction,
retention and student satisfaction
Results have fed into:
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Learning, teaching and assessment
strategy
Internal working groups
Retention Strategy
Creation of FYE Forum
National and International dissemination
Main Outcomes
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Overall students were enjoying
University BUT key issues identified
to do with:
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Initial engagement
Commuting
Organisation of courses
Social inclusion
Micro vs macro University communities
Areas an online portal can address
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Social inclusion – online
discussion groups
Managing Expectations –
comprehensive information about
starting University in one single
place.
Engagement – Enables new
students to contact existing
students and staff online as well as
personalisation of tools
Barriers
1.
Technological: use of and access to
2.
Institutional: codified structures,
attitudes
3.
Personal: emotional and academic
Use of Internet tools
Have never used the following tools
100%
80%
undergrads
mature students
16-19 year olds
60%
40%
20%
0%
MSN
Online Discussi Social
Photo
ewebmail
Blogs
type
groups
on networki
sharing portfolio
undergrads
4%
9%
35%
43%
57%
48%
61%
mature students
21%
11%
0%
50%
63%
53%
84%
74%
16-19 year olds
6%
9%
9%
36%
43%
48%
49%
60%
Use of Internet tools (White 2007, JISC
‘SPIRE’ project)
Communication Tools
Use of Internet tools (White 2007, JISC
‘SPIRE’ project)
Technology - access
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“In Botswana we didn’t have access
to computers. We were taught the
theory of IT but I didn’t use a
computer until I arrived in the UK.”
(International student)
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“I am worried my IT skills will let
me down” (Home student)
Institutional
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What systems do we use?
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When can we allow new students
access to them?
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Our VLE?
Can we give them passwords (well)
before they get here?
How can we make them personal to
the users?
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Our VLE won’t do this!
An example
My links, e.g.
group wiki
My thoughts
/ notes
My documents /
group work
Lecturer’s blog
My
bookmarks
for
research
My
Calendar
Keep track
of
discussions
Live chat
My email
Links to all my
discussion groups
My to
do list
Institutional
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Codified structures
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How do we enable students to break
down the cultural barriers?
Barriers to learning
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Where will students be working?
How do we manage expectations?
Timetabling issues
Personal
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Emotional and academic
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“Feeling as though I won't be able to
keep up with the rest of the class
academically” (38 year old female)
“It's a great jump from A levels” (18 year
old male)
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“Being forced to mature and take
responsibility for myself” (19 year old
female)
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“I feel left out on my own and need
more support and guidance” (30 year old
male)
Next Steps…
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Pathfinder project 07-08
Further research and evaluation
Development of online materials
Establishing framework for
interaction
www.brad.ac.uk/developme
Contact Details
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www.brad.ac.uk/lss/learnerdevelopment
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[email protected]
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www.elp.ac.uk
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[email protected]