Get Ready for LanguagesAn online transition tool for incoming

Modern Language undergraduates

Juliet Solheim and Kirsten SöntgensModern Languages27th June 2011

Contextualisation and Overview of the GRfL Project

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Rationale and Impetus

– Centre for Language Study/ Modern Languages

– The school to HE “transition” agenda and UoS’s widening participation strategy (2006-2010)

– Addressing the perceived need for learner training/study skills for new students: - existing integrated course for Year 1 students

– LATEU-funded development of a ‘pre-arrival’ resource on Blackboard VLE based on an existing concept

– First implemented in 2009-2010, revised in 2010-2011

– Greater (perceived) input in the light of increased fees

Design of Blackboard-based resourcesIntroductions and navigational advice

Design of Blackboard-based resourcesMentor information and contacts

Access to current languages students and societies

Design of Blackboard-based resourcesPractical information from current students,

SUSU, StudentUK etc

Design of Blackboard-based resourcesOverview of UoS structures and ML teaching

Interactive ‘Learning Objects’ and external links

Design of Blackboard-based resourcesLanguage/Field-specific introductions and

activities

Evaluation 2010 – 2011

GRfL: Student Introduction and Data Collection• Confirmed incoming 2010-2011 students were informed of

GRfL:

– in an email from Admissions Office in late August 2010

– on Modern Languages Induction website in early September 2010

• Online survey (Survey Monkey) made available to Year 1 students Semester 1, Week 4 via language unit Blackboard courses

– Quantitative and qualitative data

• Total responses (n) = 46 out of 173

– 26.6% response rate

Access to GRfL: Blackboard and/or Facebook?

BothBb OnlyFbk OnlyNeither

• Of the 17 ‘Neither’ responses:

– 6 were from ‘languages option’ students

– 6 were not aware it existed

– 3 forgot to access it

– 1 found it too confusing

– 1 did not know how to access it

Mentors: Pre-arrival Contact

0

20

40

60

80

100

YesNo

• Of the 42 students who did not contact their designated mentor pre-arrival:

– 17 said they were not aware they had one

– 13 said they felt no need to contact them

• The 4 students who did contact their mentors commented positively:

– “extremely effective at putting my mind at ease”

– “I had worries about not being able to cope with work, not meeting people. My mentor was very kind and gave good advice”

– “very useful. Discussed textbooks and pre-reading”

Synthesis of findings

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Good Features (keep)

• staff/student videos• introductions to UoS language societies• tips from Year 2 students• reading lists and book recommendations• certain language activities for subject ‘refreshment’• helpful and supportive mentors

Bad Features (develop)

• home page is too wordy • unsure of the overall purpose of GRfL/whether work was required• information overload at points• Facebook group was underexploited• lack of F2F follow-up post-arrival with Mentors

Ugly Comments

• “Little information, bit dissapointing [sic]”• “I remember finding the whole thing very confusing”• “I only visited the site briefly and felt overwhelmed by it all”• “Few features of use here other than raising awareness of blackboard”

Next Steps

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The way forward• Clarify purpose of GRfL in initial information sent

out to incoming students

• Exploit better opportunities for dialogue between new and existing students

• Conduct further evaluation beyond basic survey

Thank you for listening! Any questions or comments?

Please contact us:

Juliet Solheim J.Solheim@soton.ac.uk

Kirsten Söntgens K.Sontgens@soton.ac.uk