1. Making Connections Kyriaki Anagnostopoulou, Head of e-Learning Deeba Parmar, Researcher Centre for Learning and Quality Enhancement Middlesex University

2. Quiz Who is most likely to suffer from depression, ill health and higher levels of unemployment in later life? Those with qualifications: □ Below A level □ A level or equivalent □ Non-completers □ Graduates □ Masters degree

3. Quiz What are the top 2 reasons reported on HESA returns as “reasons for leaving” University? □ Successful completion of course □ Academic failure/left in bad standing/not permitted to progress. □ Transferred to another institution. □ Health reasons. □ Death. □ Financial reasons. □ Other personal reasons and dropped out. □ Written off after lapse of time. □ Exclusion. □ Gone into employment. □ Other. □ Completion of course - result unknown. □ Unknown.

4. Quiz How soon after the start of their HE courses do students withdraw from them? □ 6 weeks □ 3 months □ 1 semester □ 1 year □ After they fail for the first time □ After they acquire 2 or more fails

5. Social behaviour & identity e-Learning Retention & progression

6. Research questions How does the identity of students at risk of withdrawing from HE manifest itself online? Is there an associated behaviour of ‘at risk’ students specific to the online learning environment? What are the characteristics of ‘at risk’ students and how do they differ from students who are not at risk? Does the online behaviour differ depending on students’ access route to HE (direct, UCAS, partner institutions)?

7. Research Methodology Literature review Sampling of modules/programmes to be studied (cross-disciplinary, degree of blended learning, rate of retention/progression, entry routes) Observation and analysis of online interactions (quantitative and qualitative) Interviews with students who have withdrawn

8. Proposed Outcomes Immediate Short term Intermediate Medium term Final Longer term Focus LearningActionConditions Results  Awareness of how ‘at risk’ students manifest themselves online  Build knowledge on the type of date that needs to be collected to inform practice  Report on lessons learnt with practical advice for the sector  Produce toolkit (checklist + guidelines) focusing on online behaviours which will can be used to flag up potential ‘at risk’ students as early as possible  Report on use of toolkit within Middlesex, applicability to other contexts, etc with practical advice for the sector  Incorporate this toolkit appropriately into academic workloads within Middlesex  Make toolkit available to other HEIs along with guidelines on it’s use and further customisation as required. The toolkit will be launched at a one day conference which will bring together research related to the topics of e-learning and retention.

9. Benefits Students  Wellbeing  Experience at University – provide appropriate support structures Institutional and Sector  Meeting student expectations  Financial

10. Timeline Recruit P/T researcherAugust 2007 Establish Project TeamSept 2007 Create detailed project planSept 2007 WebsiteSept 2007 Extensive literature reviewSept-Nov 2007 Sampling of modules to be studiedSept-Oct 2007 Observations - online interactionsOct-Dec 2007 Analysis of tracking dataJanuary 2008 InterviewsFebruary 2008 Analysis of interview dataMarch 2008 Authoring of toolkitApril – May 2008 Pilot phase - Use and testing of toolkit within MiddlesexJune –July 2008 Revision of toolkit Design and print toolkitAugust 2008 Conference and launchApril-Sept 2008 Publications, conference presentationsDependant on external factors

11. HEA concerns Focus on learner experience – how can ‘at risk’ learners be supported Ethical and practical considerations - interviews Role of partner institutions Possibility of poor data set due to lack of student engagement online

12. Questions? K.Anagnostopoulou@mdx.ac.uk D.Parmar@mdx.ac.uk