Getting to Know You: an Online Pre-Entry Transition Project

This work-in-progress presentation explores themes raised by the planning and implementation of a college-wide online pre-entry student transition engagement project developed to make a positive impact on the student experience.

Despite increasing quantities of information generated by universities available across multiple platforms, first year students often report feeling unprepared for the environment, approach and expectations of a tertiary education. The importance of social and academic transition to HE is stressed in literature that highlights the challenges faced by HEIs seeking to engage an increasingly heterogeneous student body. Additionally the widespread reporting of millennials’ online activity masks a significant lack of digital literacies amongst the student body. UAL has an extremely diverse student body with a high proportion of non-UK students for whom academic culture shock may be exacerbated by lack of experience of UK higher education in general, and art and design academic culture in particular (Radclyffe-Thomas, 2011).

Research highlights a multi-strand approach to foster successful transition; including the facilitation of the creation of peer networks and a sense of belonging (Edward, 2003; Thomas, 2012; Yorke & Longden, 2008), front-loading of institutional activities and linking of student induction with later academic activities (Trotter & Roberts, 2007). Additionally early use of digital tools is associated with higher levels of adoption (Neiss & Gillow-Wiles, 2013). Moreover, pre-entry initiatives that promote an understanding of the HE context have been identified as likely to mitigate early withdrawal (Gazeley and Aynsley, 2012).

Building on institutional best practice embedded in the existing Runway pre-entry site, an LCF team comprising E-Learning, academic support, administration and faculty are developing an online facilitated environment to support academic and social transition to HE in general and LCF in particular. The VLE-hosted platform is enhanced by the addition of video, engagement activities - notably blogging linked to the first assignment - and information to encourage communication between incoming students and their programmes of study. The content embraces London’s cultural capital, celebrates LCF’s diversity and features current students and staff introducing their visions of life at LCF.