Online learner support tools to encourage students successful transition to higher education

Julie Prior

Student Experience and Retention Manager

GlamorganBusinessSchool

University of Glamorgan

Introduction

When students enter Higher Education (HE) for the first time, they can find the transition to a new learning environment problematic(Collins and Lim, 2002; Richardson, 2003). Many are unprepared for the independent nature of HE study and there is often a mismatch between their expectations and their first year experience(Cook and Leckey, 1999; Fitzgibbon and Prior, 2007).

Transition and lack of preparedness issues are know contributors to student retention (Yorke, 1997; Moxley et al, 2001; Crosling et al, 2008) and in an effort to support new students, two online learner support tools were developed at the case study university. ‘Early Days’was released in the first few weeks of term one,and was designed to support students’ orientation and successful transition to the university. ‘Study Health Check’was released during term two, and encouraged students to assess their motivation levels and the extent of their successful integration with their studies.

The learner support tools

Early Days and Study Health Checkwere developed by the author and Karen Fitzgibbon using QuestionMark Perception. This software facilitates online question sets, with functionality to provide immediate and personalised feedback to students. Input to the questionsand feedback came from a range of experienced academic staffand the questions were also informed by the Yorke and Longden (2007) First Year Experience Project questionnaire.

Both tools were designed to go beyond justprovidinguseful information. They were carefully constructed to givestudents with the opportunity to assess their level of familiarity with university facilities and protocols, and to encourage reflection on their social and academic experiences. The key element of both tools was the immediate and personalised automated feedbackthat students received. This wasdetermined by the response students selected for each question and helped ensure that the feedback was relevant and practical to their needs. Table 1 shows a question from Study Health Check, illustrating the options and subsequent automatic feedback students would receive.

Table 1: Example of a question from Study Health Check

Have you submitted all of your assessments (coursework, practicals, tests, etc.)?
Options / Automated feedback
Yes / Well done!
No / If you are unable to submit one or more assessments due to circumstance outside of your control, such as illness, you may be able to apply for mitigating circumstances (embedded link to webpage). Contact your Faculty Advice Centre (embedded link to webpage) and talk to an advisor about whether you should apply. Mitigating circumstances must be applied for as soon as possible after the circumstances have occurred, so don’t delay in getting some advice about whether to claim.
Haven’t had any assessment deadlines yet / Make sure you find out when your assessment deadline are, and avoid leaving your work to the last minute. Get the information from a reliable source, such as your courses materials or tutor, rather than from friends who may have got the date wrong!

The amount of feedback varied for different questions, but was always positive and encouraging, irrespective of the optionselected. The different types of feedback providedstudents with additional information, offered online guidance and advice, or direct them to more specialised sources of support; for example using embedded hyperlinks to direct students to online study skills resources or contact details for Faculty Advice Centres.

Student participation and feedback

Early Days and Study Health Check were sent to first year students’ university email, publicised on the student intranet and BlackBoard (the University VLE). In the two years since the tools were introduced, approximately 1000 students made use of the exercises (2123 students accessed the link, but many did not proceed passed the first page).

Early Days was targeted at first year undergraduates, who accounted for 72% of respondents. However, it was a useful tool for any new student and a further 11% of respondents were new postgraduate students. Study Health Check was designed to be applicable to a wider audience and this was reflected in the distribution of respondents, 40% first year, 19% second year, 22% third year and 19% postgraduate students.

The learner support tools have been very positively received by students, with 92% of respondents in 2007-8 and 2008-9 stating they found the exercises useful. In addition, averaging over the two years, 92% of students found the automated feedback helpful for Early Days and this rose to 95% for Study Health Check. Also encouraging was evidence in the open comments of students self-reflection, for example on their approach to their studies and how could personally improve.

Outcomes

These tools made effective use of technology and were proven to enhance students’ early experiences in higher education. They provided students with online guidance and advice and the automated feedback encouraged students to self assess and independently reflect on their university experiences – facilitating improved understanding of the culture and requirements for successful HE study.

Furthermore, the completed exercises provided useful institutional data, with an insight into the academic and social experiences of students. It also improved the University’s understanding of students’ awareness and perceptions of corporate and support departments (such as Student Services, Education Drop-in Centre, Students’ Union, etc),and this information can help to shape future provision.

The impact of a positive early experience on student retention has been identified in the literature (Tinto, 1993; Beder, 1997; Martinez, 2001; Crosling et al; 2008), which makes the value of these learner support tools directly transferable into other HE institutions. Furthermore, once created (and with careful design), the learner support tools can be released year after year, with only minimal input required to ensure the questions and feedback reflect any institutional changes.

References

Beder, S. (1997) Addressing the issues of social and academic integration for first year students. Available online at: (accessed 4 September 2009).

Collins, R. and Lim, H. (2002) Great expectations. Available online at September 2009).

Cook, A.and Leckey, J. (1999) Do expectations meet reality? A survey of changes in firstyear student opinion, Journal of Further and Higher Education, 23(2), 157-171.

Crosling, G., Thomas, L. and Heagney, M., Eds. (2008) Improving student retention in higher education (London: Routledge).

Fitzgibbon, K.and Prior, J. (2007) Students’ early experiences and university interventions – a timeline to aid undergraduate student retention, Journal of Widening Participation and Lifelong Learning, 8(3),17 -27.

Martinez, P. (2001) Improving student retention and achievement (London: Learning and Skills Development Agency).

Moxley, D., Najor-Durack, A. and Dumbrigue, C. (2001) Keeping Students in Higher Education(London, Kogan Page).

Richardson, D. (2003) The transition to degree level study. Available online at: 2009).

Tinto, V. (1993) Leaving early, rethinking the causes and cures of student attrition, Second Edition (Chicago: University of Chicago Press).

Yorke, M. (1999) Leaving early: undergraduate non-completion in higher education (London: Falmer Press).

Yorke, M. and Longden, B. (2007) The first-year experience in higher education in the UK. Available online at: (accessed 1 September 2009).