Evidence based practice: supporting student transition using a blended learning approach Sarah Grain Retention Convention: What works? Student retention.

Slides:

Advertisements

Similar presentations

(3) Language learning Grammar Vocabulary Language skills Phonology.

Advertisements

The Characteristics Of A Good Teacher

Performance of Hedges & Long Futures Positions in CBOT Corn Goodland, Kansas March 2, 2009 Daniel OBrien, Extension Ag Economist K-State Research and Extension.

EU perspectives on Teacher Education. 2 History Subsidiarity – Treaty Article 149 EU action restricted to Socrates and Lingua programmes until 2000 Lisbon.

EMBEDDING A GENERIC E-PORTFOLIO/PDP TOOL IN A BASIC SKILLS MODULE FOR ECONOMICS AND BUSINESS STUDENTS – WHEN SAYS LAW DOESNT (NECESSARILY)

E-Apel: Electronic Accreditation of Prior Learning To what extent can the Accreditation of Prior Learning (APEL) process.

Joint Information Systems Committee 01/04/2014 | slide 1 (E-)Assessment Guide Consultation Ros Smith, Consultant Joint Information Systems CommitteeSupporting.

Supporting Additional Learning Needs Polly Osborne First Year Experience in Continuing Education April 2006.

E-portfolios: National policy and local practice Phil Harley Transition Strategy Manager City of Nottingham Local Authority, UK E-portfolios: Mapping.

Futures, Education and Geography – my journey so far The problem of relevance Purpose – what is education for? What was education & schooling designed.

Measuring the social good through a widening access approach: An analysis of BeWEHL Suzannah Evans BeWEHL Initiative at The University of Wales, Newport.

Jan Dubiel QCA Curriculum Using the P Scales Conference Reading 24 th March 2009 Assessing Pupils Progress.

A Masters in Education in eLearning The University of Hull.

DEFINITION: Interprofessional Education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality.

Equipping Tutors for the Future Are you ready? Update on the Professionalisation of Post 16 Tutors in the Lifelong Learning Sector Vikki Trace.

Widening Participation: Working with parents and communities Margaret Hart Assistant Director, Head of Widening Participation January 2009.

HE in FE Enhancement Programme Developing Strategic Plans for HE in FE Colleges: The Academic Infrastructure: Planning for quality London June 2008 Wendy.

© The Open University, Institute of Educational Technology 1 Alison Ashby, Naomi Jeffery, Anne Slee Student Statistics and Survey Team, IET The Open University.

From Application to Graduation: A Cross- Institutional Approach to Student Retention and Success Nicholas Gregson & Elizabeth Caldwell.

A Balancing Act? Development and Application of a New Model for Retention of Part Time Distance Learners Susan Edwards Student Liaison Officer (Retention)

Retention: an holistic approach BA (Hons) Early Childhood Studies University of Derby BA (Hons) Early Childhood Studies University of Derby.

Charlotte Morris Research Officer Centre for Learning and Teaching University of Brighton

Presented by: Earle Abrahamson Higher Education Academy, Assessment Conference 12/11/09, Oxford University.

Building online support for HE teachers as digital innovators Diana Laurillard London Knowledge Lab Institute of Education OER in the disciplines 26 October.

Enhancing student learning through assessment: a school-wide approach Christine OLeary & Kiefer Lee Sheffield Business School.

Can technology help absorb the shock of the first undergraduate assessment in HE? Kate Kirk, National Teaching Fellow, Manchester Metropolitan University.

Tony Cook STARlite: Life after funding.

Helen Gale University of Wolverhampton ( April 2008 Retention and Progression: an institutional view.

Delivering Outstanding Tutorials new National Occupational Standards for Personal Tutoring and GROW coaching model.

Raising Quality: Early Years Sector-Endorsed Foundation Degree Graduates views about their professional learning and practice Elaine Hallet The University.

Feedback sessions - Helping first year students get the most out of assessment and feedback Sue R Whittle & Linda B Bonnett Faculty of Biological Sciences.

Principles of Assessment and Feedback for Learning CHEP Strategic Work-stream Assessment and Feedback for Learning Dr Alan Masson.

FEEDBACK, MOTIVATION AND THE ONLINE CLASSROOM STEPHANIE OEBEN FSLT13 ONLINE CONFERENCE.

Equipped for learning? A follow-up of the effectiveness of an Access to HE delivery model for skills for participatory learning at University Anastasia.

Reflect, Connect and Plan: an Integrated Learning Portfolio 4th European Conference on the First Year Experience 13th- 15th May University of.

Influenza Vaccine Manufacturing

IT Portfolio Shell – Add a title, your name, date, links and examples

Changing the Higher Education Culture – Is It Possible? Rob Cuthbert Professor of Higher Education Management University of the West of England.

Using research and evidence to improve student retention and success Professor Liz Thomas.

Enhancing the Student Experience The Student Voice

Internationalisation of the Curriculum: Learning from the Experience of Leeds Metropolitan University David Killick Head, International Programmes.

Kathryn Iapaluccio Post University This PowerPoint Presentation was prepared for EDU 643, Teaching the Adult Learner, taught by Jessica A. York.

Being a TAPS student intern at the University of Roehampton Joy Vamvakari & Bridget Middlemas HEA York, November 2013.

 “Sustainable development – meeting the needs of present without compromising the ability of future generations to meet their own needs” (DIUS, 2007)

24 th June Widening Participation in the 21 st Century: A decade of learning Level Zero Foundation Years – the Cinderella Programmes of Widening.

Holistic professional learning: e-portfolios for academic development in higher education Belinda Allen Learning and Teaching Unit UNSW.

The Future of Higher Education in Further Education Colleges Swindon 17 May 2007.

The users’ perspective: what integrated care should look like Robert Johnstone.

Professor Les Ebdon CBE Director of Fair Access to Higher Education.

MEETING GREATER EXPECTATIONS THROUGH GREATER IMPACT AMOSSHE Conference 2012.

Silicon Valley Community Foundation School Readiness Assessment in San Mateo County.

Evaluation of a process for reflection on feedback to support student learning Mark M c Crory Steve M c Peake Denise Currie Department of Management and.

Learner as worker, worker as learner: new challenges for education and training Nicky Solomon Education and Lifelong learning City University London.

BLENDED LEARNING An investigation of an ACTIVE learning approach with a focus on…….

Effective transition in language learning Olga Gomez-Cash.

REMIT – Recruitment of Ethnic Minorities into Teaching Khadija Mohammed University of Strathclyde.

1 Student Diversity = Student Success Jenny Shaw.

In medieval times, a preceptor shared his knowledge with his students

Children, Young People and Participation Dr Kay Tisdall Programme Director, MSc in Childhood Studies University of Edinburgh

Welsh Baccalaureate. Welsh Baccalaureate Rationale The central focus of the Welsh Baccalaureate at Key Stage 4 is to provide a vehicle for year.

Negative or damaged learner identities? Moving beyond boundaries. Dr Helen Bovill University of the West of England Bristol.

From Classroom To Cyberspace Susie Ventura, Mark Dando, Matthew Hughes Senior Lecturers Faculty of Health and Social Care Bristol UWE.

“Still Flying Ten Years On!” Dr Vikki Cook FACE Conference 2009.

17 th January 2010Denise Adams and Sarah Cousins Supporting first year undergraduate students to make smooth transitions to university and apply their.

E-PTLLS Consortium Annual Conference in association with HEA Seminar Series Marta Menor Rodriguez & Karen Veneziale Accrington & Rossendale College.

Christine Yang March 17, As a teacher it is critical for me to demonstrate mastery of technology teacher standards. ISTE-NETS Teacher Standards.

Affording effective transition to Higher Education John Knight and Rebecca Rochon Learning Development Unit Bucks New University.

Sarah Parkes, FACE June 2016, Queens University, Belfast

Expanding induction and using the VLE to enhance induction to First Year Life Science Dr Chris Finlay & Dr Maureen Griffiths School of Life Sciences.

How pre-entry activity can generate an early sense of belonging that facilitates student progression Sarah Parkes, NACADA, Sheffield July 2017.

Presentation transcript:

Evidence based practice: supporting student transition using a blended learning approach Sarah Grain Retention Convention: What works? Student retention and success, March 2010, Leeds

Evidence based practice …[a] solution to the problem of the relationship between research and practice because it involves the practitioners in theorising that is directly related to their work (The Open University, 2001, p.25). There is a risk that pressures for more quality may promote a narrow perspective of educational research where there is more high-quality research but more trivial or less relevant conclusions. (Harden in Pirrie, 2001, p.134) …tested, extended or replaced in some systematic way (Hargreaves, 2007, p.5)

Research evidence Student Transition and Retention guidelines (Cook et al, 2005) Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education (Gorard et al, 2006) Flying Start at University of Central Lancaster (Abramson undated, Cook 2009) …those students who attend Flying Start are more motivated from the outset Attrition rate for FS students is half that of UCLan as a whole.

HEADstart Introduce potential students to the nature and demands of study at higher education level Provide practice in relevant academic tasks Enable students to demonstrate that they are ready to progress onto a relevant higher education programme Promote academic integration Foster self awareness and thus development within applicants Provide familiarisation with the Virtual Learning Environment (VLE) Promote the process of completing a Personal Development Portfolio Reduce non-traditional student attrition through improving preparedness for Higher education.

Salmons five stage model for e-tivities (2004, p 11)

…learners create knowledge as they attempt to understand their experiences (Driscoll, 2000, p. 376) …a way of being [generating]…an ongoing set of attitudes (Vail, 1996, p.42).

Early Indications – Focus Groups I never got my GCSEs […] HEADstart was good for me … it gave me a taste of what I needed to do.…and it helped identify my Dyslexia. …because of the qualifications that I got I didnt think I would be able to go to University … HEADstart made me more nervous … it reminded me of how to do a group presentation, an essay and research everything…helped me prepare for what was ahead in the next couple of months… I didnt make the grade at GCSE or A level […] It was good to not be thrown in the deep end. It prepared us really for Education…Recommend to anyone Feeling of confidence when you start the course - some [students] said they had wished they had done HEADstart, especially mature students.

References Abramson M and Jones P: (undated) Empowering under-represented students to succeed in higher education: initiatives in early engagement at a post-1992 university. available from (accessed ) Cook, A ; Rushton, B.S; McCormick, S.M and D.W. Southall, D.W (2005) Guidelines for the Management of Student Transition, The STAR (Student Transition and Retention) Project [online], University of Ulster available at accessed Cook, V (2009) Still Flying Ten Years On! in Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation, FACE conference 2009, Staffordshire University [online] available at accessed http:// Crabtree, H; Roberts, C and Tyler, C (2007) Understanding the Problems of Transition into Higher Education [online] available at accessed Driscoll, M. (2000), Psychology of Learning for Instruction. Allyn and Bacon: Needham Heights, MA Gorard (2002) Political Control: A way forward for Educational Research?, British Journal of Educational Studies, Vol.50, No.3, p. 378–89 Gorard S, Smith E, May H, Thomas L, Adnett N and Slack K (2006), Review of Widening Participation Research: Addressing the Barriers to Participation in Higher Education, [online] available at accessed on 11/09/08http://

References Hargreaves (2007) Teaching as a research based profession: possibilities and prospects in Hammersley, M (ed.) Educational Research and Evidence Based Practice, Milton Keynes: Open University and Sage, p HEfCE, (2009), Mission: Strategic Aims available accessed http:// Myhill, D and Jones S (2007) What Works? Engaging in research to shape policy: The case of grammar, English Teaching: Practice and Critique, Vol 6, No 3, p [online] available at accessed http://education.waikato.ac.nz/research/files/etpc/2007v6n3art4.pdf Pirrie, A (2001) Evidence –based practice in Education: The Best Medicine? British Journal of Educational Studies, Vol 49:2, p Salmon, G (2004) E-tivities: The Key to Active Online Learning, Koogan Page: London Siemens G (2005) Connectivism: A Learning Theory for the Digital Age, at accessedhttp:// Thomas, L (2009) Using research and evidence to improve student retention and success in Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation, FACE conference 2009, Staffordshire University [online] available at accessed http:// The Open University (2001) Research Methods in Education Handbook, Masters Programme in Education, Milton Keynes: The Open University/Sage Vaill, P. B., (1996) Learning as a Way of Being, Jossey-Blass Inc: San Francisco, CA