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Overcoming ‘entry shock’ in flexible learners entering higher education through the use of effective socialisation/identity formation supports

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Overcoming ‘entry shock’ in flexible learners entering higher education through the use of effective socialisation/identity formation supports

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Objective: This paper describes the literature that underpins the work of a funded teaching and learning project (Student Success Toolbox project). This project focuses on how effective socialisation supports can be utilised to support flexible learners as they enter higher Education (HE) and create new student identities, such that the ‘entry shock’ they experience does not result in an early exit from HE. Method: The project addresses the problem of effective flexible learner transitions into HE, during the study-lifecycle’s initial stages, and is creating a suite of appropriately designed, openly available digital readiness/preparation tools, based on an analysis of existing literature. Result: The suite of tools is currently being created, with tool effectiveness being evaluated through small pilot evaluations with flexible learners. Conclusion: Many flexible learners succumb to ‘entry shock’ and exit early from HE, which is a problem both globally and within the Irish context. The existing literature indicates that this crucial transition period may be enhanced by the availability of digital readiness/preparation tools, which actively socialise these students and scaffold them in their formation of a student identity.

Objective: This paper describes the literature that underpins the work of a funded teaching and learning project (Student Success Toolbox project). This project focuses on how effective socialisation supports can be utilised to support flexible learners as they enter higher Education (HE) and create new student identities, such that the ‘entry shock’ they experience does not result in an early exit from HE. Method: The project addresses the problem of effective flexible learner transitions into HE, during the study-lifecycle’s initial stages, and is creating a suite of appropriately designed, openly available digital readiness/preparation tools, based on an analysis of existing literature. Result: The suite of tools is currently being created, with tool effectiveness being evaluated through small pilot evaluations with flexible learners. Conclusion: Many flexible learners succumb to ‘entry shock’ and exit early from HE, which is a problem both globally and within the Irish context. The existing literature indicates that this crucial transition period may be enhanced by the availability of digital readiness/preparation tools, which actively socialise these students and scaffold them in their formation of a student identity.

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Overcoming ‘entry shock’ in flexible learners entering higher education through the use of effective socialisation/identity formation supports

  1. 1. Dr. James Brunton, Prof. Mark Brown, Dr. Eamon Costello, Lorraine Delaney, Seamus Fox, Ciara Galvin & Nuala Lonergan National Institute for Digital Learning, Dublin City University Overcoming ‘entry shock’ in flexible learners entering higher education through the use of effective socialisation/identity formation supports
  2. 2. About the Project What we set out to do… • Enhance success of flexible learners • Undertake synthesis of literature • Undertake an institutional audit • Develop eight digital readiness tools
  3. 3. studentsuccess.ie @FLSuccess
  4. 4. The Toolbox
  5. 5. Am I Ready for Study?
  6. 6. Am I Ready for Study?
  7. 7. Am I Ready for Study?
  8. 8. Am I Ready for Study?
  9. 9. How Much Work is it?
  10. 10. How Much Work is it?
  11. 11. How Much Work is it?
  12. 12. How Much Work is it?
  13. 13. Who Can I Ask?
  14. 14. My Computer Skills
  15. 15. My First Assignment
  16. 16. Study Tips For Me
  17. 17. Online Orientation
  18. 18. Get Ready for Success
  19. 19. 1. For individual learners 2. Institutional impact (strategic approach to study lifecycle) 3. National improvement in flexible learner completion rates 4. Three National Dissemination Workshops National Impact
  20. 20. • Evaluation Framework (IEF) for teaching and learning projects* –Reach (generation and dissemination of project outputs). –Impact on teaching practice –Impact on learners –Impact on the project teams themselves *Weir, K. (2014). Enhancing tertiary teaching and learning through Ako Aotearoa-funded project work: Part 1. Collated results of Impact Evaluation Framework conversations about National Project Fund projects completed from November 2009 to November 2013. Wellington: Ako Aotearoa Evaluation
  21. 21. Conclusion • Review of literature • Institutional audit • Eight digital readiness tools • Follow up research studies Successfully completed… Future Activities...
  22. 22. Student Success Toolbox Project Team Dr James Brunton (DCU), Prof Mark Brown (DCU), Ann Cleary (DKIT), Dr Eamon Costello (DCU), Lorraine Delaney (DCU), Seamus Fox (DCU), Jennifer Gilligan (IT Sligo), Brian Mulligan (IT Sligo), Lisa O’Regan (MU), Jamie Ward (DKIT)

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