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YEY! Just heard that this paper has been accepted at this year’s APT conference at Greenwich University.

ATP 2016

 The ‘Flipped Induction’ – bridging the gap between enrolment and induction.

The overall aim of this presentation is to show how the introduction of a online pre-induction module is able to provide essential information for the new students and ‘bridge the gap’ between the time students have accepted a place at the university and when they start the induction process on campus. We will start the session with a short online survey using PollEverywhere.com that will identify some of the common issues with the student induction process (and encourage participant interaction). This presentation will outline the process of setting up a new pre-induction module for undergraduates and then describe the process of communicating with other departments, changes that occurred during the planning and implementation of the module.

The first part of the presentation will describe the design for the pre-induction module which will involve a discussion and demonstration of the key objectives of the design process. The demonstration will also give an overview of the pre-induction course highlighting the unique design features, consistency of course design, visibility of ‘integrated software’ and the relationship to the university’s brand. The presentation will describe and explain how the changes were made over the duration of the design process. We will also discuss how we developed the different sections of the course; Introduction, Find Us, Are You Ready, Student Information, IT & Learning Resources and Discussion.

The second part of the presentation will describe the link between the pre-induction module and the actual induction process the students go through in their first week on campus. We will also describe how the pre-induction module prepares the students for the ‘Global Perspectives’ module that is common to all our students on the undergraduate programmes.

The final part of the presentation will give an evaluation of the pre-induction course during its first year of implementation starting in September 2015. This evaluation will consist of quantifiable data, number of students engaging in the pre-induction course, learner hours spent on the course, engagement with test tools and staff and student feedback on their experiences with using this course. We will also give a brief overview of how we propose to develop this module in the future.

References:

Nottingham Trent University. ‘Pre-arrivals activities guide’. Available: http://www.ntu.ac.uk/adq/document_uploads/running_a_course/137904.pdf [Accessed 2/02/16].

University of Bedfordshire. ‘Guide to effective Academic Induction’. Available:https://www.beds.ac.uk/__data/assets/pdf_file/0007/274156/Guide-8-Academic-Induction-Guide-2013.pdf [Accessed 2/02/16].

Watling, S 2009. ‘Getting started: Pre:Induction Access to Higher Education’. Available: http://eprints.lincoln.ac.uk/2438/1/Getting_Started_preinduction_access_to_HE.pdf [Accessed 2/02/16].

Wingate, U 2009, ‘Enhancing students’ transition to university through online pre-induction courses’. in R Donnelly & F McSweeney (eds), Applied e-learning and e-teaching in higher education. Information Science Reference, Hershey New York, pp. 178 – 200.

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