Examining the impact of pre-induction social networking on the student transition into higher education

Abstract

This research paper considers how bespoke online social networks have been used to support students’ transition into higher education during the weeks immediately prior to formal ‘on-site’ induction. An analysis of online activities showed some differences in the pattern of engagement between two contrasting departments (Geography and English), but information drawn from student questionnaires and focus groups, combined with tutor interviews, highlighted similar perceived benefits across both networks, including greater familiarity with new people and new places, which seemed to help ease anxieties as students prepared for life at university. By drawing on a wider cross-university questionnaire survey, eight factors which have been shown to be important in creating effective online social networking environments are discussed, including the need to maximise tutor involvement, deliver regular content updates and provide quick responses to student queries. Each factor has important implications for those interested in designing and executing innovations of this nature.

Keywords:

• transition
• social networking
• pre-induction
• Geography
• English

Acknowledgments

The authors would like to express their appreciation to Charlotte Morgan (née Davies) and Jethro Newton who played invaluable roles in the execution of this research project, as well as all the tutors involved in this initiative across the six departments. An early version of this paper was presented at the ‘Hitting the Ground Running’ symposium held at Glasgow Caledonian University in June 2010. Thanks also to two anonymous referees for their helpful guidance about refining and restructuring this paper.

Notes

1. All the quotations in this paper have been reproduced verbatim.