Supporting student transition using a blended learning approach

1. Supporting student transition using a blended learning approach Sarah Grain Hitting the ground running: reflections on pre-entry student support and new students’ academic preparedness for higher education. Friday 4th June, 2010, Glasgow Caledonian University

2. Research evidence Student Transition and Retention guidelines (Cook et al, 2005) Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education (Gorard et al, 2006) Flying Start at University of Central Lancaster (Abramson undated, Cook 2009) ‘…those students who attend Flying Start are more motivated from the outset’ ‘Attrition rate for FS students is half that of UCLan as a whole.’

3. HEADstart • Introduce potential students to the nature and demands of study at higher education level • Provide practice in relevant academic tasks • Enable students to demonstrate that they are ready to progress onto a relevant higher education programme • Promote academic integration • Foster self awareness and thus development within applicants • Provide familiarisation with the Virtual Learning Environment (VLE) • Promote Personal Development Planning • Reduce non-traditional student attrition through improving preparedness for Higher education.

4. Garrison et al ‘Community of Inquiry Model’, (2000 p 87-105) Salmon’s five stage model for e-tivities (2004, p 11)

5. ‘…a way of being [generating]…an ongoing set of attitudes’ (Vail, 1996, p.42). ‘…learners create knowledge as they attempt to understand their experiences’ (Driscoll, 2000, p. 376)

6. Early Indications – Focus Groups ‘I never got my GCSE’s […] HEADstart was good for me … it gave me a taste of what I needed to do.…and it helped identify my Dyslexia.’ ‘…because of the qualifications that I got I didn’t think I would be able to go to University … HEADstart made me more nervous … it reminded me of how to do a group presentation, an essay and research everything…helped me prepare for what was ahead in the next couple of months…’ ‘I didn’t make the grade at GCSE or ‘A’ level […] It was good to not be thrown in the deep end. It prepared us really for Education…Recommend to anyone’ ‘Feeling of confidence when you start the course - some [students] said they had wished they had done HEADstart, especially mature students.’

7. Thank you for listening – any questions? Sarah Grain Tutor for Transition and Widening Participation s.grain@newman.ac.uk 0121 476 1181 x2419

8. References Abramson M and Jones P: (undated) ‘Empowering under-represented students to succeed in higher education: initiatives in early engagement at a post-1992 university.’ available from htttp://www.face.stir.ac.uk/documents/paper107-PeterJonesR.pdf(accessed 03.11.09)  Cook, A ; Rushton, B.S; McCormick, S.M and D.W. Southall, D.W (2005) Guidelines for the Management of Student Transition, The STAR (Student Transition and Retention) Project [online], University of Ulster available at http://www.ulster.ac.uk/star/resources/star_guidelines.pdf accessed 04.11.2008 Cook, V (2009) ‘Still Flying Ten Years On!’ in Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation, FACE conference 2009, Staffordshire University [online] available at http://www.f-a-c-e.org.uk/conference2009.html accessed 03.11.09 Crabtree, H; Roberts, C and Tyler, C (2007) ‘Understanding the Problems of Transition into Higher Education’ [online] available at http://www.ece.salford.ac.uk/proceedings/papers/35_07.pdf accessed 05.11.2009 Driscoll, M. (2000), Psychology of Learning for Instruction. Allyn and Bacon: Needham Heights, MA Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105 Garrison, D. R., Anderson, T., Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1). Gorard (2002) ‘Political Control: A way forward for Educational Research?’, British Journal of Educational Studies, Vol.50, No.3, p. 378–89 Gorard S, Smith E, May H, Thomas L, Adnett N and Slack K (2006), Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education, [online] available at http://www.hefce.ac.uk/pubs/rdreports/2006/rd13_06/ accessed on 11/09/08

9. References Hargreaves (2007) ‘Teaching as a research based profession: possibilities and prospects’ in Hammersley, M (ed.) Educational Research and Evidence Based Practice, Milton Keynes: Open University and Sage, p.3 - 17 HEfCE, (2009), ‘Mission: Strategic Aims’ available http://www.hefce.ac.uk/aboutus/mission.htm accessed 5.11.2009 Myhill, D and Jones S (2007) ‘What Works? Engaging in research to shape policy: The case of grammar’, English Teaching: Practice and Critique, Vol 6, No 3, p.61-65 [online] available at http://education.waikato.ac.nz/research/files/etpc/2007v6n3art4.pdf accessed 04.11.09 Pirrie, A (2001) ‘Evidence –based practice in Education: The Best Medicine?’ British Journal of Educational Studies, Vol 49:2, p.124 -136 Salmon, G (2004) E-tivities: The Key to Active Online Learning, Koogan Page:London Siemens G (2005) ‘Connectivism: A Learning Theory for the Digital Age’, at http://www.itdl.org/Journal/Jan_05/article01.htm accessed 0.06.2009 Thomas, L (2009) ‘Using research and evidence to improve student retention and success’ in Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation, FACE conference 2009, Staffordshire University [online] available at http://www.f-a-c-e.org.uk/conference2009.html accessed 03.11.09 The Open University (2001) Research Methods in Education Handbook, Masters Programme in Education, Milton Keynes: The Open University/Sage Vaill, P. B., (1996) Learning as a Way of Being, Jossey-Blass Inc: San Francisco, CA