The ‘I’ in Induction
The Business School, Bournemouth University
Abstract: Comparing two different approaches to under‐graduate Induction; face‐to‐face (on‐
campus students) vs. online delivery (fully online students), and how we ‘Make it Personal’.
David Hopkins, Learning Technologist
Our Students: dhopkins@bournemouth.ac.uk
• Under‐graduate / Level C induction programme Dr Milena Bobeva, Senior Lecturer
• Face‐to‐face / Campus‐based Students mbobeva@bournemouth.ac.uk
• Online / Distance Learning Students Dr Gelareh Roushan, Senior Lecturer
groushan@bournemouth.ac.uk
Personalising Induction:
• Face‐to‐face delivery • Fully Online delivery
• 1 Week / ~25 hours • 1 week / ~10 hours
• 250 Students, 1 Cohort • 25 Students, 2 Cohorts
• School Leavers (18 & 19 (September & February BA (Hons) International
BA (Hons) Business Studies Y/O) Intake) Business & Management (P/T)
• VLE increasingly • Mature students & Armed
important for Forces personnel
communication • Strong use of VLE for
‘Stepping Stones’ website • Mixture of VLE and communication ‘BIBM Programme’ website
<Prior to start of study> <Introduction; New Students>
printed Unit materials • All Unit materials loaded
IT Induction supplied to VLE Video/written Introduction
<PC Labs, Login, Email, etc> <Dean, Tutors, Admin, etc>
• ‘BIBM Programme’
myBU/VLE Induction myBU/VLE Induction
<Units, Assignments, etc > • ‘Stepping Stones’ website: Website: <Units, Assignments, etc >
•Study Skills •New Students
Timetables •PDP •Continuing Students Programme Team
<Rooms, Seminars, LTs> <Leader, Admin, LT, Library, etc>
•FAQs •Induction Activities
Welcome Talk •Study Support •Learning & Assessment Induction Activities
<Uni, Programme, Quiz, etc> •News •Resources & <Quiz, Blog, Photo Comp, etc>
Downloads
•Support (IT, ALN, etc)
Induction Characteristics: Added value: The ‘I’ Factor
• Development investment to decrease • Engaging and reusable Induction
delivery time activities
• Management endorsement • Personalised learning
• SMART implementation plan • Feedback on VLE performance
• eLearning/pedagogical underpinning • Developed ‘good practice’ guide for
• Tutor participation and commitment School & Institution
• Timely technical support • Staff development through peer
• Stable VLE for delivery collaboration
• Student engagement • Enhanced course entry awareness
Images: Modified from screen display; Garmin NuviFone G60