Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module

As learning developers, our main role is to support students in developing their academic skills throughout their time at university. We are particularly interested in students’ transition into university and have developed a programme-specific pre-entry module within Blackboard Open Education to s...

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Autores principales:	Helen Jamieson, Julie Nolan
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2019
Materias:	pre-entry transition student experience Blackboard Open Education Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/f2355f93931a4b0f887f7d51ead8f1ce
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spelling	oai:doaj.org-article:f2355f93931a4b0f887f7d51ead8f1ce2021-11-29T14:02:20ZStepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module10.47408/jldhe.v0i16.5561759-667Xhttps://doaj.org/article/f2355f93931a4b0f887f7d51ead8f1ce2019-12-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/556https://doaj.org/toc/1759-667X As learning developers, our main role is to support students in developing their academic skills throughout their time at university. We are particularly interested in students’ transition into university and have developed a programme-specific pre-entry module within Blackboard Open Education to support undergraduate students with their transition into their academic programme of study. As part of a pedagogical research project for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE), we have attempted to assess the value and impact of this pre-entry module. Our project employed a mixed methods analysis of a wide range of quantitative and qualitative data, including student conversion data (Quercus Student Records System); module engagement and completion data (Blackboard Open Education); student satisfaction data (Bristol Online Survey); value and impact data from key academic staff (semi-structured interviews) and students (focus group/semi-structured interview and Bristol Online Survey); and a thorough review of associated literature. We shared our preliminary findings at the Association for Learning Developers in Higher Education conference (ALDHE) in Exeter in April 2019. Our research has shown that, although student satisfaction is high with some indication of added value and a positive impact on the students’ transitional experience, these are self-reported and we thus conclude that this research would benefit from further exploration and more extensive student, stakeholder and platform evaluation. Helen JamiesonJulie NolanAssociation for Learning Development in Higher Education (ALDinHE)articlepre-entrytransitionstudent experienceBlackboard Open EducationTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 16 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	pre-entry transition student experience Blackboard Open Education Theory and practice of education LB5-3640
spellingShingle	pre-entry transition student experience Blackboard Open Education Theory and practice of education LB5-3640 Helen Jamieson Julie Nolan Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
description	As learning developers, our main role is to support students in developing their academic skills throughout their time at university. We are particularly interested in students’ transition into university and have developed a programme-specific pre-entry module within Blackboard Open Education to support undergraduate students with their transition into their academic programme of study. As part of a pedagogical research project for the Postgraduate Certificate in Teaching in Higher Education (PGCTHE), we have attempted to assess the value and impact of this pre-entry module. Our project employed a mixed methods analysis of a wide range of quantitative and qualitative data, including student conversion data (Quercus Student Records System); module engagement and completion data (Blackboard Open Education); student satisfaction data (Bristol Online Survey); value and impact data from key academic staff (semi-structured interviews) and students (focus group/semi-structured interview and Bristol Online Survey); and a thorough review of associated literature. We shared our preliminary findings at the Association for Learning Developers in Higher Education conference (ALDHE) in Exeter in April 2019. Our research has shown that, although student satisfaction is high with some indication of added value and a positive impact on the students’ transitional experience, these are self-reported and we thus conclude that this research would benefit from further exploration and more extensive student, stakeholder and platform evaluation.
format	article
author	Helen Jamieson Julie Nolan
author_facet	Helen Jamieson Julie Nolan
author_sort	Helen Jamieson
title	Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
title_short	Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
title_full	Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
title_fullStr	Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
title_full_unstemmed	Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module
title_sort	stepping up to edge hill university: the value and impact for students following the completion of a virtual pre-entry module
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2019
url	https://doaj.org/article/f2355f93931a4b0f887f7d51ead8f1ce
work_keys_str_mv	AT helenjamieson steppinguptoedgehilluniversitythevalueandimpactforstudentsfollowingthecompletionofavirtualpreentrymodule AT julienolan steppinguptoedgehilluniversitythevalueandimpactforstudentsfollowingthecompletionofavirtualpreentrymodule
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Stepping Up to Edge Hill University: the value and impact for students following the completion of a virtual pre-entry module

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