The process of adapting an online induction course to support distinct student cohorts

Authors

DOI:

https://doi.org/10.47408/jldhe.vi24.829

Keywords:

transition, induction, digital literacy, digital skills

Abstract

Successful student transition into higher education is fundamental for student retention and future success. We have previously adapted a freely available online induction course to meet the needs of incoming Medicine (MBChB) students. This case study outlines the process of further developing this course in response to student feedback and adapting a new version to support a distinct cohort of students studying Life Sciences (BSc) degrees.

Both courses were united in the aim to equip incoming students with an awareness of digital skills and key contacts for support and further training. However, each course was tailored to the specific requirements of the students it was designed to support. We evaluated student engagement with each course using course completion data and analytics. We observed that Medicine students were highly engaged with the course initially, with most students (92%) completing the course. Conversely, Life Sciences students engaged poorly with the course initially (17% completion) but returned to it throughout the academic year to access materials relevant to academic skills development, in part due to prompting from academic staff.

We recommend that adopters of this course, or those like it, ensure that courses are designed to meet the specific needs of students. Good time management is essential in ensuring that course implementation deadlines are met and that student input is incorporated into course design. We suggest that course coordinators consider how they might promote engagement with induction materials, both initially and throughout the academic year.

Author Biographies

Kirsty McIntyre, University of Glasgow

Kirsty McIntyre is a Lecturer in the School of Medicine, Dentistry and Nursing at the University of Glasgow. She has a Postgraduate Diploma in Academic Practice and PhD in placental physiology.

Jennifer O'Neill, University of Glasgow

Jennifer O’Neill is a Lecturer in the School of Medicine, Dentistry and Nursing at the University of Glasgow. She is a Fellow of the Higher Education Academy and has a PhD in Medical Law and Ethics.

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Published

08-09-2022

How to Cite

McIntyre, K. and O’Neill, J. (2022) “The process of adapting an online induction course to support distinct student cohorts ”, Journal of Learning Development in Higher Education, (24). doi: 10.47408/jldhe.vi24.829.

Issue

No. 24 (2022)

Section

Case Studies

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