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Transitions into HE

Transitions into HE. Supporting Student Study Skills Development at Distance. Sam Nolan Eleanor Loughlin Malcolm Murray Elaine Tan. To Cover. The Idea Where it comes from The Project Where we are at Contributing to the Project. The Idea. The Idea.

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Transitions into HE

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  1. Transitions into HE Supporting Student Study Skills Development at Distance Sam Nolan Eleanor Loughlin Malcolm Murray Elaine Tan

  2. To Cover • The Idea • Where it comes from • The Project • Where we are at • Contributing to the Project

  3. The Idea

  4. The Idea “At the heart of successful retention and success is a strong sense of belonging in HE for all students. This is most effectively nurtured through mainstream activities that all students participate in.” Student belonging is achieved through: • Supportive peer relations • Meaningful interaction between staff and students • Developing knowledge, confidence and identity as successful HE learners • An HE experience relevant to students’ interests and future goals Findings of 2012 HEA Study into Student Retention

  5. Aim • This project will develop an innovative e-learning course to support all incoming first years before they start at Durham University. The course is designed to help students develop study skills and to successfully make the transition into higher education. This pan-University initiative includes collaborators from all faculties, together with support services, DSU and colleges.

  6. Objectives • The objectives of this project are: • To develop a small private online course (SPOC) for incoming undergraduates. This will run through September and focus on the skills required to make the transition into higher education. It will be developed in partnership with current students, to allow us to identify the areas which students struggle with and develop innovative engaging solutions at the appropriate level,

  7. Objectives • The objectives of this project are: • To exploit existing distance learning tools such as DUO, video streaming and web-conferencing to create an online community of learners prior to their arrival at Durham, • To evaluate the impact of these web-based resource upon students’ learning, • To disseminate this work both within the University and at a national level.

  8. Where it Comes From ?

  9. Project Evolution • Many Universities across the UK are developing online courses to support students making the transition into HE. • At Durham, we started on a pilot project based in the Foundation Centre with a series of student interviews and focus groups.

  10. Focus Group With New Students • Every student (local and international) wanted more contact pre-arrival • They wanted: • More information about their classes • Reading materials • Logistical information about Durham • Looked at good practice elsewhere, e.g. earlier DUBBU meetings: • “Opening Doors Early to Academic Integrity – aiding the transition to and managing expectations of academic practice at University”, J Thompson (Geography) & J Jurowska (LTT), Durham, 2012 • “Delivering Transition Support Through the VLE”, S Davis (LTT), York, 2011

  11. What do Students Get • All Students: • Website http://www.dur.ac.uk/foundation.welcome • Discussion Board • Access to Video Interviews with Former Students • Access to Live & Recorded Webchats • Information on Induction and TB1 Timetables • Introductory Videos from all their TB1 Modules • Short Video & Audio Preparatory Lectures • Quizzes • Access to other learning tools (e.g. Virtual Experiments)

  12. Qualitative Feedback • In depth focus groups revealed the students often felt isolated over the summer prior to starting with us. As one put it: • “You’ve accepted an offer, but then it all goes quiet. You just want to get started, but you hear nothing and all the time you’re worried about whether you’ve made the right choice. This website was a godsend, it let you see your tutors, let you talk to your fellow students and with the weekly webchats, made you feel part of something.”

  13. Qualitative Feedback • Increasing student confidence was also evident during the induction week, with students generally aware of where they needed to be, and more engaged with the activities that were taking place. As a staff member put it: • “They often come bounding over and say, I know you’ll be teaching me, as I’ve seen you on the online videos. That initial confidence has really increased, and it allows us to start an effective dialogue around learning earlier.”

  14. This Project: Transitions into HE University Wide – Study Skills Focussed

  15. Project Outputs

  16. Project Outputs Year One

  17. Week 1 – Summer Development 2014 • Introduction to the Course (Video) • Understanding how to learn online (video and socialisation activity) • How will I be taught and what will lecturers expect? A look at the spectrum of innovative approaches in teaching at Durham, with interviews from staff and former students (Video) • Making the transition - survival tips from students • Discussion Board activity to establish student’s expectations • Completion of the Durham Skills Audit (available in duo)

  18. Example – Student Tips – Quotes from Video “People look at Durham as a brilliant University, I thought this would mean it was a pressured environment – its not there is plenty of help there if you need it, its just a great place to be” “People look at Durham as a brilliant University, I thought this would mean it was a pressured environment – its not there is plenty of help there if you need it, its just a great place to be” “I was just flabbergasted in my first lecture … for me it’s the size and scale. After a week or so you get used to it. If I could have let myself know something then, it would be ‘don’t worry’”

  19. Example – Staff– Quotes from Video “People look at Durham as a brilliant University, I thought this would mean it was a pressured environment – its not there is plenty of help there if you need it, its just a great place to be” “An ideal student would need to be someone who is passionate about their subject with lots of enthusiasm, but also someone is interested in learning and acquiring knowledge” “The biggest challenge new students face is taking onboard all of the new information really quickly, the first couple of weeks and finding your feet that is really the biggest challenge.”

  20. Management Structure

  21. Review Committee • Student Evaluating Consultants: • We will employ a review committee of 6 students per faculty to evaluate the produced materials. • These students will meet once in the Michaelmas and Epiphany Terms. • In reviewing the materials students will make recommendations and suggest improvements as appropriate.

  22. Advisory Group • Their role to : • Offer on advice and guidance on developed materials • Provide volunteers for taking part in filming and interviews • Offer previously developed materials for inclusion for their students. • They will meet: • October 14 – Consider materials produced • January 15 – Consider feedback from review panel • June 15 – Consider materials produced • October/November 15 – Consider feedback from review panel • ?

  23. Conclusion • The Idea • Where it comes from • The Purpose of Today • The Advisory Group

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