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

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

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

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

Ruth Lefever

Research Associate


Literature review

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 [email protected]


Review themes

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


Pre entry support and aiding early transition

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

  • Involve online activities and resources and the opportunity to communicate with others prior to arrival, during induction and into the early stages of university life

  • Focus on helping students to feel prepared, ready and connected, managing their expectations and allowing skills development to begin


Social interaction and integration

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


Academic integration and skills development

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.


Information communication

Information communication

  • Practical benefits in allowing general resources, information, regulations and procedures to be readily available- 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 – and flexible


Maintaining engagement and participation

Maintaining engagement and participation

  • Technology and e-learning can aid ongoing participation and motivation over 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 transition, engagement and participation of remote students


Inclusivity and increased student diversity

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

  • Mindful of the possibility of technology creating new barriers as well as offering help


Student centred approaches

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.


Connecting with student use of technology

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.


Alternative additional and blended approaches

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 throughout the student cycle as part of the transition process as a whole


Identifying at risk students and student support

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

  • To provide 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


Staff involvement

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 – who are the experts?

  • Concerns over time, expectations and skills


Potential problems concerns

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


Wider issues for consideration

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


Overall

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. 


Your experiences

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


Evaluation and impact how can the use of technology be assessed

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


Your views

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?


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