Education without boundaries: removing barriers to university transition through online pre-arrival activities

Authors

  • Sharon Perera University of Greenwich
  • Amy Sampson University of Greenwich

DOI:

https://doi.org/10.47408/jldhe.vi37.1719

Keywords:

pre-arrival, transition, BTEC, belonging, online

Abstract

Drawing on experiences of a pre-arrival online community launched in August 2024, this session provided insights and recommendations on how digital communities can support belonging, orientation and awareness of student services for new students. Taking an inclusive approach, the Academic and Digital Skills team at the University of Greenwich extended their pre-arrival activities online through the summer to help raise awareness of support available, curate the student community and forge connections.

The University of Greenwich has a highly diverse student population, many of whom come from deprived backgrounds, facing challenges and risks to equality of opportunity. With the focus on piloting a pre-arrival course for students with BTEC qualifications and students of BAME ethnicities, the aim of the project was to provide transition activities that could scaffold the development of academic and digital skills prior to starting the academic year. Reinforcing the importance of belonging, the four-day module enabled students to meet peers and staff, and discover useful services in a safe community space. With growing importance placed on increasing access and participation, this project delivers on our commitment to closing the awarding gap.

This session presented a selection of the activities used as part of this course, experiences of students pre-arrival, and the importance of considered design to promote online engagement. Presenters shared their findings and reflected on how this pilot might inform future iterations of the course. Attendees received take away tips on how online pre-arrival interventions might apply to their own university settings and provide a space for thoughtful dialogue.

Author Biographies

Sharon Perera, University of Greenwich

Sharon Perera is Head of Academic and Digital Skills at the University of Greenwich, helping students succeed through inclusive learning, innovative teaching and digital transformation. With nearly two decades of experience in higher education, she is passionate about making learning accessible and meaningful for everyone. Her work has earned national and international recognition, including awards for teaching excellence and academic integrity.

Amy Sampson, University of Greenwich

Amy Sampson is Associate Director, Greenwich Online at University of Greenwich. She specialises in leadership, development and implementation of digital learning initiatives and has worked in HE for over 20 years. Her work has received recognition including winning the 2023 UCISA Supporting Excellence in Learning Teaching and Research award. She is a Principal Fellow of Advance HE, Senior Certified Member of the Association for Learning Technology and holds an MA in Creative Education.

References

Hubbard, K., O’Neill, M. and Nattrass, S. (2021) ‘Levelling the playing field: the effect of including widening participation schemes in university league tables’, International review of education, 67, pp.273-304. Available at: https://doi.org/10.1007/s11159-020-09864-9

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Published

30-09-2025

How to Cite

Perera, S., & Sampson, A. (2025). Education without boundaries: removing barriers to university transition through online pre-arrival activities. Journal of Learning Development in Higher Education, (37). https://doi.org/10.47408/jldhe.vi37.1719

Issue

No. 37 (2025): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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Copyright (c) 2025 Journal of Learning Development in Higher Education

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