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Supporting the first year student experience through the use of learning technologies

Anagnostopoulou, K and Gallacher, D, eds. (2010) Supporting the first year student experience through the use of learning technologies. Middlesex University and the Higher Education Academy, London. ISBN 9781859243190

Abstract

This guide is based on discussion and contributions by the E-learning and the First Year Student Experience (ELFYSE) special interest group (SIG). ELFYSE SIG was supported by Middlesex University and the Higher Education Academy in 2009-10. It has provided a focus for practitioners involved in further and higher education as well as those who are interested in how learning technologies can support the first-year experience and the challenges which face institutions and students. Specifically, these are: transition, retention and progression. This guide will be of interest to both academic and support staff who contribute to the first year experience for students: e-learning managers, learning technologists, widening participation managers, induction leaders, student achievement advisors and those implementing enhancement initiatives for the student experience. Bringing together the areas of e-learning and student transition, retention and progression, this guide draws on both theory and practice to provide recommendations for and guidance to both academic and support staff on using learning technologies to support the first-year student experience. It is designed to help you think about ways of approaching and incorporating the use of learning technologies to support and enhance your students' first-year experience.

Item Type: Book
Additional Information:

Created and edited on behalf of the e-Learning and the First Year Student Experience (ELFYSE) special interest group.

Full text available to read at URL above.

Keywords: learning technologies, retention, progression, transition
Divisions: Institute for Education
Date Deposited: 22 Dec 2016 16:53
Last Modified: 22 Dec 2016 16:53
URI: http://researchspace.bathspa.ac.uk/id/eprint/8688
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