Thank you so much to all who attended and contributed to this morning’s seminar. I really appreciated your comments, challenges and support! Here are the slides from the seminar Jan 21 Seminar presentation More thoughts to come on how we could structure level 4 support using the concepts of Phase adequate engagement and Schlossberg’s roles, routines, […]

On January 20th, I shall be presenting some of the highlights of this project exploring student engagements, in an ILT seminar. Given the undeniable impact of Covid-19 on how we can measure student engagements, how we expect to measure students engagements, and (most significantly) on how students can engage; this report very much grabbed my […]

Great post from Michelle Morgan. Highly relevant to the focus of this blog and something on which I shall be drawing when presenting back this work in an ILT seminar on January 20th 2021. https://wonkhe.com/blogs/five-key-actions-for-january-2021/

If you are checking in with my blog on student engagements, you may be interested in this one also: http://wonkhe.com/blogs/anti-social-learning-the-costs-of-covid-restrictions-on-students/  It considers the impact of the current covid-19 restrictions on, effectively, students ability to engage; in ways that might impact retention.

One of the key (and most challenging) goals of this project was to ‘map’ a synthesis of data to establish whether (and how) more meaningful and individually responsive indicators might be identifiable to support student retention, continuation and progression. Korhonen et al (2019) created a model of student engagement, that can be seen evolving from […]

Stevenson et al‘s (2019) report for the Office for Students looks at risks to success in, and progression from, HE. Their recommendations include that institutions “consistently capture good quality data” (p7) but they are conscious of the loss of individuals within top level data and suggest such data may need several years of aggregation to […]

As part of the ILT supported project process, I am required to upload my final report to this blog. This is not my final post though – there are other posts I will be sharing over the next 1-10 days, and you can see some of what they might be in the report below. Here […]

Hassel and Rideout (2018) claim that a mismatch between expectations and reality constitutes a real risk for student dropout, suggesting such a mismatch means students are unprepared for what they really do experience at university. They refer to specific areas of mismatch as being: over-estimating contact time with staff, unrealistic beliefs re. staff availability, class […]

I think it would be fair to say that our learner analytics platform has had too many fundamental issues over the 2019-20 academic year to claim that it could have been a useful tool. I appreciate that much of the issue was with the data feeding in to LEARN being inaccurate or not feeding through. […]

In one of my earlier posts, I referred to the concept of ‘wobble week’ (Morgan, 2019); a point in time (between week 3-6) where first year students might be more likely to wobble in their commitment to staying at university. If any readers post-date the 1970’s and are unfamiliar with the image above; the catchphrase […]

During Welcome and Induction week (WIW), our programme (like most others) aims to support the incoming students to get to know the programme, university, us and each other; to feel like they are settling in, and recognise that most of their concerns and questions are shared by their peers. Day two, WIW: One of the […]

This post illustrates the original timeline plan submitted as part of the ILT bid and compares it to work completed, including revisions and additions as well as showing where some tasks were not possible. The obvious major impact was that of COVID-19 and lockdown. It is also relevant to note that the programme team on […]