Evidence based practice: supporting student transition

using a blended learning approach

Sarah Grain

Retention Convention: What works? Student retention and success, March 2010, Leeds

Evidence based practice

‘…[a] solution to the problem of the relationship between research and practice because it involves the practitioners in theorising that is directly related to their work’ (The Open University, 2001, p.25).

‘There is a risk that pressures for more quality may promote a narrow perspective

of educational research where there is more high-quality research but more trivial

or less relevant conclusions.’ (Harden in Pirrie, 2001, p.134)

‘…tested, extended or replaced in some systematic way’ (Hargreaves, 2007, p.5)

Research evidence

Student Transition and Retention guidelines (Cook et al, 2005)

Review of Widening Participation Research: Addressing the Barriers

to Participation in Higher Education (Gorard et al, 2006)

Flying Start at University of Central Lancaster(Abramson undated, Cook 2009)‘…those students who attend Flying Start are more motivated from the outset’

‘Attrition rate for FS students is half that of UCLan as a whole.’

HEADstart Introduce potential students to the nature and demands of study at

higher education level Provide practice in relevant academic tasks Enable students to demonstrate that they are ready to progress onto a

relevant higher education programme Promote academic integration Foster self awareness and thus development within applicants Provide familiarisation with the Virtual Learning Environment (VLE) Promote the process of completing a Personal Development Portfolio Reduce non-traditional student attrition through improving preparedness

for Higher education.

Salmon’s five stage model for e-tivities (2004, p 11)

‘…learners create knowledge as they attempt to understand their experiences’ (Driscoll, 2000, p. 376)

‘…a way of being [generating]…an ongoing set of attitudes’ (Vail, 1996, p.42).

Early Indications – Focus Groups

‘I never got my GCSE’s […] HEADstart was good for me … it gave me a taste of what I neededto do.…and it helped identify my Dyslexia.’

‘…because of the qualifications that I got I didn’t think I would be able to go to University …HEADstart made me more nervous … it reminded me of how to do a group presentation, anessay and research everything…helped me prepare for what was ahead in the next coupleof months…’

‘I didn’t make the grade at GCSE or ‘A’ level […] It was good to not be thrown in the deep end.It prepared us really for Education…Recommend to anyone’

‘Feeling of confidence when you start the course - some [students] said they had wishedthey had done HEADstart, especially mature students.’

ReferencesAbramson M and Jones P: (undated) ‘Empowering under-represented students to succeed in higher education: initiatives in earlyengagement at a post-1992 university.’ available from http://www.face.stir.ac.uk/documents/paper107-PeterJonesR.pdf (accessed

03.11.09) 

Cook, A ; Rushton, B.S; McCormick, S.M and D.W. Southall, D.W (2005) Guidelines for the Management of Student Transition, The STAR(Student Transition and Retention) Project [online], University of Ulster available at http://www.ulster.ac.uk/star/resources/star_guidelines.pdf accessed 04.11.2008

Cook, V (2009) ‘Still Flying Ten Years On!’ in Towards a New Agenda for Lifelong Learning: Access, Diversity and Participation, FACEconference 2009, Staffordshire University [online] available at http://www.f-a-c-e.org.uk/conference2009.html accessed 03.11.09

Crabtree, H; Roberts, C and Tyler, C (2007) ‘Understanding the Problems of Transition into Higher Education’ [online] available athttp://www.ece.salford.ac.uk/proceedings/papers/35_07.pdf accessed 05.11.2009  Driscoll, M. (2000), Psychology of Learning for Instruction. Allyn and Bacon: Needham Heights, MA

Gorard (2002) ‘Political Control: A way forward for Educational Research?’, British Journal of Educational Studies, Vol.50, No.3,p. 378–89

Gorard S, Smith E, May H, Thomas L, Adnett N and Slack K (2006), Review of Widening Participation Research: Addressing the Barriersto Participation in Higher Education, [online] available at http://www.hefce.ac.uk/pubs/rdreports/2006/rd13_06/ accessed on 11/09/08

 

References Hargreaves (2007) ‘Teaching as a research based profession: possibilities and prospects’ in Hammersley, M (ed.) Educational Researchand Evidence Based Practice, Milton Keynes: Open University and Sage, p.3 - 17 

HEfCE, (2009), ‘Mission: Strategic Aims’ available http://www.hefce.ac.uk/aboutus/mission.htm accessed 5.11.2009  Myhill, D and Jones S (2007) ‘What Works? Engaging in research to shape policy: The case of grammar’, English Teaching: Practice andCritique, Vol 6, No 3, p.61-65 [online] available at http://education.waikato.ac.nz/research/files/etpc/2007v6n3art4.pdf accessed

04.11.09

Pirrie, A (2001) ‘Evidence –based practice in Education: The Best Medicine?’ British Journal of Educational Studies, Vol 49:2, p.124 -136

Salmon, G (2004) E-tivities: The Key to Active Online Learning, Koogan Page: London

Siemens G (2005) ‘Connectivism: A Learning Theory for the Digital Age’, at http://www.itdl.org/Journal/Jan_05/article01.htm accessed 0.06.2009

Thomas, L (2009) ‘Using research and evidence to improve student retention and success’ in Towards a New Agenda for LifelongLearning: Access, Diversity and Participation, FACE conference 2009, Staffordshire University [online] available at http://www.f-a-c-e.org.uk/conference2009.html accessed 03.11.09 The Open University (2001) Research Methods in Education Handbook, Masters Programme in Education, Milton Keynes: The OpenUniversity/Sage

Vaill, P. B., (1996) Learning as a Way of Being, Jossey-Blass Inc: San Francisco, CA