How can technology be used to improve the learner experience at points of transition

1. How can technology be used to improve the learner experience at points of transition? Ruth Lefever Research Associate

2. Literature review Conducted in association with the Evaluation of Learners' Experiences of e-learning Special Interest Group (ELESIG) and funded by the Higher Education Academy. Transition was considered in a broad sense : pre-entry and induction, early experiences, first year and later engagement and beyond into employment. Projects/studies often aim to improve the learner experience at/during these stages by engaging students and supporting their needs Strive to address the factors influencing withdrawal, retention and successful transition that have come from wider research. Review offers many examples of key projects, studies and initiatives http://www.slideshare.net/rcurrant/how-can-technology-be-used-to-improve-the-learner-experience-at-points-of-transition Or request a hard copy from r.lefever@bradford.ac.uk

3. Review themes Pre-entry support and aiding early transition Social integration and interaction Academic integration and skills development Information communication Ongoing engagement/maintaining participation Inclusivity and increased student diversity Student centred approaches Connecting with student use of technology Alternative, additional and blended approaches Identifying �at risk� students and student support Staff involvement Potential problems/concerns Wider issues for consideration

4. Pre-entry support and aiding early transition To aid the process of transition into university by helping students to settle in and adjust, to reduce anxiety and deal with change Online activities and resources and the opportunity to communicate with others prior to arrival, during induction and into the early stages of university life Helping students to feel prepared, ready and connected, managing their expectations and allowing skills development to begin

5. Social interaction and integration  Social Networking Sites in particular are highlighted for addressing homesickness and allowing new connections to be made � offering a sense of community and belonging. Technology such as SMS, virtual environments and Instant Messaging (IM) - noted for their ability to offer social �presence� and reassurance To support interaction with students already at university and peer mentoring Communication with staff

6. Academic integration and skills development Development of skills - academic and study Personal development, self-assessment and for �learning to learn� Fostering reflection, motivation and autonomy Preparing students for life after graduation in terms of marketplace technologies and the 21st century skills required by employers.

7. Information communication Practical benefits in allowing general resources, information, regulations and procedures - facilitated by VLEs, edublogs, IM and SMS To reach large numbers of students with course information, announcements, events and reminders Can help provide timely information at points during the transition process

8. Maintaining engagement and participation Technology and e-learning can aid ongoing participation and motivation over the transition and progression through the academic cycle Various �e-tivities� are being used to enhance engagement by providing richer learning environments and innovative practice, flexible learning and ongoing peer collaboration Aiding the engagement and transitions of remote students

9. Inclusivity and increased student diversity The need to utilise technology is often associated with increased student diversity and notions of inclusion and widening participation Technology can be aimed specifically at non-traditional student groups and may be needed to support some with individual needs. But possible access issues Possibility of technology creating new barriers as well as offering help

10. Student centred approaches  Offering flexibility of access, choice and an increased sense of control and empowerment over learning Personalising experiences and valuing and utilizing the student voice Putting the technology into learners� hands, fostering student creativity and moving beyond passive learning Supporting �reluctant� learners Tool for obtaining student feedback.

11. Connecting with student use of technology Appealing to and learning from technologically aware and skilled students - the �net generation� Everyday use - channel and respond to their skills and preferences in order to engage them. Skills problems are raised by others - some don�t have the skills or are not necessarily able to use/want to use devices for educational purposes Caution against treating students as a homogenous, technically competent group who would all benefit from technology Learners are diverse, have different abilities, styles and needs and all of these need to be taken into account when considering technology and transitions.

12. Alternative, additional and blended approaches Offering interesting alternatives in light of students� lack of engagement in the traditional classroom Part of an approach used alongside face to face methods to support and enhance them Blended approaches may be seen as preferable for diverse learners - however some urge the importance of realising the full possibilities of technology and its transformative potential. Some track and show how technology is being used alongside other practices and at various points throughout the student cycle

13. Identifying �at risk� students and student support To highlight and support students seen to be �at risk� during transition by identifying those who may be struggling Providing an opportunity for timely information and interventions Ability and potential of technology to aid all students � to troubleshoot issues, offer individual support and provide cohesive and integrated support services

14. Staff involvement Mixed views on staff involvement with students via technology: Some suggesting staff use can enhance communication and help draw students into learning Others concerned about �invading� student space Perceptions of the changing role of staff to facilitators, rather than deliverers, of knowledge Concerns over time, expectations and skills

15. Potential problems/concerns Studies raise but also aim to address some of the following perceived issues: Access and technical issues Low participation/engagement with technological initiatives Privacy, safety and concerns over public postings Technology as disruptive and disengaging Encouraging dependency, spoon feeding and superficial learning Studies raise these but also aim to address some of the following perceived issues: Access and technical issues � so again being aware of digital inequalities (not all have/use tech and that many devices not designed for education) Low participation/engagement with technological initiatives (reported in use of online discussion groups, online gaming etc) � could be due to perceived lack of time, need or interest by students. So we need to clearly show the purpose and benefit of engaging with tech Privacy, safety and concerns over public postings (suggest institutions need policy covering the use of SNS and PLEs) Technology as disruptive and disengaging (less likely to interact in class, focus on tech not each other, students miss face-to-face and traditional contact, too much tech/choice can be overwhelming) And it could be seen as Encouraging dependency, spoon feeding and superficial learning (expect resources/guidance to be there without really searching for it or using any initiative, bite size learning may reduce their ability to see broader picture and also possible plagiarism issues)Studies raise these but also aim to address some of the following perceived issues: Access and technical issues � so again being aware of digital inequalities (not all have/use tech and that many devices not designed for education) Low participation/engagement with technological initiatives (reported in use of online discussion groups, online gaming etc) � could be due to perceived lack of time, need or interest by students. So we need to clearly show the purpose and benefit of engaging with tech Privacy, safety and concerns over public postings (suggest institutions need policy covering the use of SNS and PLEs) Technology as disruptive and disengaging (less likely to interact in class, focus on tech not each other, students miss face-to-face and traditional contact, too much tech/choice can be overwhelming) And it could be seen as Encouraging dependency, spoon feeding and superficial learning (expect resources/guidance to be there without really searching for it or using any initiative, bite size learning may reduce their ability to see broader picture and also possible plagiarism issues)

16. Wider issues for consideration Institutional and strategic approaches Consistency Data and evaluation issues Usability, design and purpose Incorporating the student voice/perspective Further evidence/research needed in this area Wider issues for consideration are also identified within the literature, which may be important to consider in terms of evaluating initiatives or for planning future developments: Institutional and strategic approaches � tech often used by pockets of enthusiastic staff � need to consider use of tech in relation to wider strategy (eg: T&L or retention) Consistency � there is often different use of tech over modules/courses/departments but studies showed students want reliable and predictable services Data and evaluation issues � we need accurate data and admin systems (for monitoring) and evaluation in what terms??(which we�ll look at later). Usability, design and purpose � studies note that interaction doesn�t �just happen�, usage needs to be based on sound principles (and be needs not products driven) SO Incorporating the student voice/perspective � this is regularly repeated across the work � focus on students not practitioners or perceived pedagogic �worth� of an initiative. And lastly Further evidence/research is needed in this area � particularly into who is actually using the tech and the differing use of tech in terms of gender, class etc and by disempowered groups of learners. Different/particular transition needs to be examined and the impact of tech on these Wider issues for consideration are also identified within the literature, which may be important to consider in terms of evaluating initiatives or for planning future developments: Institutional and strategic approaches � tech often used by pockets of enthusiastic staff � need to consider use of tech in relation to wider strategy (eg: T&L or retention) Consistency � there is often different use of tech over modules/courses/departments but studies showed students want reliable and predictable services Data and evaluation issues � we need accurate data and admin systems (for monitoring) and evaluation in what terms??(which we�ll look at later). Usability, design and purpose � studies note that interaction doesn�t �just happen�, usage needs to be based on sound principles (and be needs not products driven) SO Incorporating the student voice/perspective � this is regularly repeated across the work � focus on students not practitioners or perceived pedagogic �worth� of an initiative. And lastly Further evidence/research is needed in this area � particularly into who is actually using the tech and the differing use of tech in terms of gender, class etc and by disempowered groups of learners. Different/particular transition needs to be examined and the impact of tech on these

17. Overall Many possible benefits to using technology But no magic tools Use of technology needs to be carefully considered in light of diverse students Centrality of the student voice Technology should not be used just for the sake of it (or as a �bolt on�) - need to make its use meaningful and relevant Acknowledge and support all backgrounds, needs, preferences and transitions.�

18. Your experiences What are your experiences of the use of technology to support transition (at any stage) in your institution? Examples of practice What worked/what didn�t? What would you like to do? Reflections on the themes

19. Evaluation and impact: How can the use of technology be assessed? Some evaluations can be limited to the perceived success of the individual project rather than the wider outcomes Examples of impact have been reported - aligned to the JISC key �tangible benefits� of an e-learning approach such as: improved student achievement, skills and retention; savings in staff time/resources and positives for inclusion and widening participation Both quantitative and qualitative information is felt to be important Student feedback does highlight the value of some technological initiatives on experience during transition - although there are mixed views

20. Your views How can the use of technology be evaluated - for its impact on/benefit to transition, retention or progression? What would success be/look like? How would it be measured? What are your ideas and examples?