The use of a social networking site with pre-enrolled Business School students to enhance their first year experience at university, and in doing so, improve retention

Jackson, Victoria

doi:10.5456/wpll.14.s.25

Cited by 12 publications

(7 citation statements)

References 16 publications

(9 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conversely, participants in one group didn't feel at all comfortable talking to other new students through this medium, preferring to "meet them for the first time… [without] preconceptions" (FG2). This supports Jackson's (2012) findings that, although engaging with social network sites prior to entry doesn't suit all, it can enhance social integration for those who choose to use them and can, in particular, help students feel less nervous about starting university.…”

Section: Social Integrationsupporting

confidence: 76%

An evaluation of initiatives implemented to support undergraduate students’ transition into Higher Education at one post-1992 university

2015

Fields: Journal of Huddersfield Student Research

View full text Add to dashboard Cite

Supporting students in the transition to Higher Education is crucial to improving retention. Set in a post-1992 university, admitting a high proportion of students from a widening participation background, this paper analyses first year undergraduate students' experience of their transition and, in particular, the initiatives implemented to support them. Through questionnaires and focus groups with students and interviews with course leaders, the study identifies the importance of pre-entry and first year engagement in helping students make proactive decisions, develop realistic expectations and integrate both socially and academically. A number of initiatives were evaluated and these were largely positive with the majority successfully managing the transition. However, student transition and retention is multi-faceted and this paper demonstrates the challenges post-1992 universities face in supporting a diverse student body. Nevertheless, areas of good practice were identified, including opportunities for social integration during induction and the use of course social network sites.

show abstract

Section: Social Integrationsupporting

confidence: 76%

An evaluation of initiatives implemented to support undergraduate students’ transition into Higher Education at one post-1992 university

2015

Fields: Journal of Huddersfield Student Research

View full text Add to dashboard Cite

show abstract

“…This reflects the weakness of the direct effect of mobile learning applications on the development of students' motivation towards learning. Such result collaborates or is in compliance with the outcome reported in some studies previously (Baird & Fisher, 2005) (Jonas-Dwyer et al, 2012) (Hall, 2013), (Jackson, 2012). The weak or low effect of smart phone applications as a modern means in the learning process in the Libyan business environment as found by the current study can be attributed to the poor or weak communication networks upon which smart phone applications reply on in a very large way especially because they are not available effectively, and the costs of services are high, which may not be accessible or at students' reach.…”

Section: Conclusion and Discussion Of Resultssupporting

confidence: 51%

“…Following the results of previous studies, including (Baird & Fisher, 2005), (Jackson, 2012), (Hall & Huey, 2013), this study seeks to analyze the following hypotheses:…”

Section: Research Hypothesesmentioning

confidence: 99%

The Impact of Mobile Learning Applications on the Lecturer’s Role and Development of Learner’s Motivation towards Learning: Empirical Study at the Faculties Physical Education-Libya

Alssaid¹,

Ismail²,

Hashim³

2016

IJBM

View full text Add to dashboard Cite

The purpose of the present research was to validate a stated model for mobile applications as one of the modern teaching methods in the learning process with specific focus on its effectiveness on the teacher's role and development of Libyan learners' motivation towards learning. To achieve this research aim, the researcher used a descriptive approach as a quantitative research design that utilizes a Structural Equation Modeling (SEM) Method in order to evaluate the main hypotheses of the research. The study sample consisted of 450 participants (lecturers at the Faculties Physical Education-Libya). The conclusion of the resulting study showed the presence of a weak or low correlation linking mobile learning applications and the development of students' motivation towards learning (.16). However, the study showed that the impact of mobile learning applications on the teacher's role was (.63). Moreover, the study found that the teacher's role has a higher level of significant influence or impact than mobile learning applications on the development of students 'motivation towards learning (86). The results also revealed that there is an indirect impact of mobile applications through the teacher's role which was higher than its direct impact on the development of students' motivation towards learning.

show abstract

“…The information provided by senior students proved to be effective, and more importantly gave the newcomers a sense of security and warmth. Getting to know some of their peers even before they arrived on campus gave many students a sense of belonging, which helped to reduce anxiety in the new environment (see Jackson, 2012) as confirmed in the interviews with the nine students.…”

Section: Students' Major Concerns and Difficultiesmentioning

confidence: 87%

“…Another important feature of higher education in Hong Kong is that English is the major medium of instruction. initiatives have been taken by administrative staff or educators in higher education to incorporate digital communication devices to help enhance first-year students' transition to university (Harley, Winn Pemberton, & Wilcox, 2007;Jackson, 2012). Online social networks have become indispensable among university students, but research into their impact is still "an emerging area" (Jackson, 2012, p. 29).…”

Section: The Research Context -Hong Kongmentioning

confidence: 99%

Self-emergent peer support using online social networking during cross-border transition

Ding

Stapleton

2015

AJET

View full text Add to dashboard Cite

Transitioning from school to university is a major development for learners, often accompanied by difficulties. When overseas students arrive at university for the first time these challenges are multiplied. It is suggested, however, that these difficulties can be mitigated to a certain extent via the use of online social networks. The present study, using data generated by a group of 350 first-year students from mainland China (called QQ), explores how an online instant messaging service helped the students adapt to life in a Hong Kong university. Findings reveal that (a) first-year mainland students experienced specific problems at distinct stages; (b) the QQ provided informational, instrumental and emotional support for the students; (c) the QQ was self-emergent and had a clear annual cycle. It is argued that self-initiated peer support among students plays a vital role in higher education, especially at crucial periods such as school-to-university and cross-border transitions.

show abstract

The use of a social networking site with pre-enrolled Business School students to enhance their first year experience at university, and in doing so, improve retention

Cited by 12 publications

References 16 publications

An evaluation of initiatives implemented to support undergraduate students’ transition into Higher Education at one post-1992 university

An evaluation of initiatives implemented to support undergraduate students’ transition into Higher Education at one post-1992 university

The Impact of Mobile Learning Applications on the Lecturer’s Role and Development of Learner’s Motivation towards Learning: Empirical Study at the Faculties Physical Education-Libya

Self-emergent peer support using online social networking during cross-border transition

Contact Info

Product

Resources

About