Cath Holmström, Lecturer in social work University of Sussex

1. When induction lasts all year: an evaluation of a year-long ‘Introduction to Learning and Professional Development ’ module Cath Holmström, Lecturer in social work University of Sussex

2. Outline • Brief introduction to the context in which this module was developed and implemented (national and local) • Nature of the bridging/introductory module and how this underpins all other study on the programme • Evaluation of the first year of running this course • Discussions in relation to established literature regarding e-/blended learning and transition to HE

3. Context • HE and transition/support/retention issues across the sector • HE and e-learning in general • Widened access to HE • Increasing array of pre-HE qualifications – increased diversity of teaching groups • Decreasing resourcing/funding/staffing

4. Context – SW education • Transition into professional education • Skills needed in professional education • Need to contain year group and yet stretch individuals and encourage safe challenging • ECDL and also need practice relevant skills embedded • Perils of cross campus induction/study skills sessions!

5. About the students/HEI • Programme run by 2 HEIs in Sussex (one pre an one post 1992) • Sussex as the primary site of registration • 2/3rds students on programme are NOT coming from school or college • Staff willing to experiment but under increased time pressures

6. About this module • Structure • Aims and objectives • Mode of delivery • Content • Processes • Assessment • Location in the programme

7. About this study • Evaluation • Insider research/evaluation • Quantitative analysis (basic) of user statistics and qualitative analysis of student feedback derived from online survey tool at end of the course but before assignments have been marked (!) • 24 survey respondents (ie just over 50%)

8. Outline of usage levels The course e-learning site upon which all course documents were placed (none given in paper copies) has been accessed regularly (at least once per week) by 80% of the students. In total, for the 47 students taking this module, there were 67514 views of resources or forum posts during the year. An average of 1436 views/postings per student during the 25 weeks of the course or an average of 57 such activities per student per week of the course being taught.

9. Extent of usage

10. Summer term: student activity

11. Summer term : staff activity

12. What’s the link between using resources and performance? • Indicators of performance? • ‘Hard’ indicators • ‘Softer’ indicators • Staff Vs student perceptions?

13. Student responses 1

14. Perceived ‘usefulness’

15. Identified reasons for ‘struggles’ with the module’s work

16. 78% stated they had always been clear about the rationale for each activity/task • 50% stated that they had previously struggled to see the relevance of a task but could upon completion of the module. Frequently mentioned were: communicating/activities completed via Moodle; referencing tasks; reflective learning tasks

17. “The groupwork and communicating through ‘Moodle’ -I initially didn’t get its usefulness but now see that it was building foundations for the rest of the course” “Everything made sense, I understood why we were doing each part, I struggled with the referencing, having never done this before but always appreciated it's significance. I truly appreciate all the work done on identity, although this was also a struggle, I didn't really appreciate it's worth until this point in time. It has been beneficial, not only from an academic perspective but also a personal one.”

18. Time spent on this module – autumn term

19. Time spent on module in summer term

20. As valuable as more traditionally academic modules? • 73% stated that they did see this module as being equally important as more traditional/purely academic modules: “More so, I feel that they give the skills and confidence to take on my own learning in and around the other modules. If you have the right process you can apply it to any content. “ “Throughout the year I have thought it as useful module, but not as valuable and time worthy as some others. I think this is because a lot of the module is about myself, rather than others.”

21. Transferability of learning and use in other modules • 100% of students had made further use of VLE/discussion forum facilities and reading placed there during the spring term, with 48% reporting doing so ‘a great deal’. “Found having the reading provided on moodle gave me confidence to branch out and look for relevant research for myself. Also the exercises for searching.” “The practice with referencing has helped me with any written work I have done, across the board. The identity work has allowed me to recognise my reaction to certain assignments, stop, evaluate them and hopefully make them better.”

22. The ‘most useful’ resources or facilities in summer term: • Forum facilities (75%) • Sample bibliography (71%) • Handbook (67%) • Sample reflective writing (67%) • Reading uploaded (58%) • Additional assessment guidance (42%)

23. Experiences and perspectives of students - transition • “I feel that this unit was very useful in smoothing the transition into HE as it covered all areas of study skills in a positive and clear manner. I think it is one of those modules that you don’t realise how valuable it is until afterwards. The unit worked well in combining gaining knowledge re identity in a forum that encouraged us to develop our study skills at the same time.” • “I think it does do that and it was nice to have your hand held through this transition. I think that I found it good refresher and giving me confidence in key areas such as referencing and essay writing. Doing the two self assessment from enable me to see how much i develop this year and what areas and skills i still need to work on next year.”

24. Student perspectives: skills and development • “Its hard to generalise for every student, but for me personally it was very valuable in helping me to dust off some existing skills but even more valuable in helping me to drop some bad habits in favour of better study skills.” • “I think that overall it has been successful for me. Being in two parts, it has a certain amount of empowerment, i.e. I can look back the beginning and see how far I have come. Without this module I would have struggled with the other modules. This really felt the foundation on which I could then build upon.”

25. Student perspectives: learning and progression • “I feel ready for year 2 and have a real sense of my progress over the past year thanks to revisiting the assessment tool from year 1. I feel confident that the lessons I've learnt in this module will help me moving forward throughout the next 2 years and beyond into professional practice.” • “When I was putting my portfolio together I realised how much I had learnt. I enjoyed planning something visual for the preparation as it made me realise that I was no longer feeling lost and confused. Those initial emotions I felt will stay with me and I hope that I will be to empathise with service user when out on practice when they are feeling overwhelmed due to a transition.”

26. Staff reflections • Informal knowledge re what is going on in the group • Time and energy? • Building of a community of practice and group culture • Immediacy of feedback – pros and cons • Containment Vs Uncertainty • Opportunities Vs Risk • Forms of communication/boundaries/identities

27. Discussion and link to wider pedagogic themes • The role of bridging or transition modules/units in content and process terms • Technological developments and potential • Accessibility and immediacy/visibility

28. 2 • Identities • Group formation and communication – team work highs and lows • ‘Communities of practice’?

29. 3 • Presence/absence/issues of time • Informality or formalising? • Monitoring/control/surveillance

30. Further thoughts and reflections • Need for pre and post testing regarding BOTH perceptions of impact/usefulness and testing of actual impact (through exercises or examination of submitted work) • Ideally include some focus group discussions or small group interviews to ‘drill down’ further than has been possible here.

31. References An, H et al (2009) The effects of different instructor facilitation approaches on students’ interactions during asynchronous online discussions Computers & Education Bayne, S (2008) Higher education as a visual practice: seeing through the virtual learning environment Teaching in Higher Education Vol 13, No. 4 3pp95-410 Holley, K.A. and Taylor, B.J. (2008) Undergraduate Student Socialization and Learning in an Online Professional Curriculum Innovative Higher Education Lake, E.D., Pushcack, A.J. (2007) Better Allocating University Resources to create Online Learning Environments for Non-traditional Students in Underserved Rural Areas Innovative Higher Education 31, pp215-225 SWAP (2008) University Life Uncovered: Making sense of the student experience HEA/swap: Southampton Wenger, E., McDermott, R., Snyder, W. (2008) Cultivating Communities of Practice Boston: Harvard Business School Press

32. Research consultants/participants With thanks to: Indra Pearson, Jo Higgins, Rebecca Haylor, Jane Turner, Clare Mynett, Lorraine Stokes and all those who completed the survey but preferred not to be named.