Online Induction Programs Improve Academic Engagement but Neglect Social Integration for Widening Participation Students

Why It Matters

Designers of educational onboarding experiences must recognize that a purely digital approach can inadvertently create barriers to social connection. This insight highlights the need to intentionally design for both academic and social aspects of integration, particularly for student populations who may face additional challenges.

Key Finding

While online induction successfully encouraged students to focus on their studies, it did not foster the social connections and peer networks that are vital for a holistic university experience.

Key Findings

• Online induction was more successful in gaining academic engagement than social engagement.
• Participants demonstrated significant effort and time investment in their studies.
• Participants reported limited social involvement with peers from their program and the wider university community.

Research Evidence

Aim: To explore the effectiveness of an exclusively online programme induction in supporting the integration of newly arrived first-year widening participation sports students into university.

Method: Qualitative study using peer mentors as interviewees, guided by Student Involvement Theory.

Procedure: Interviews were conducted with peer mentors to gather insights into their experiences and perceptions of an online programme induction for widening participation sports students.

Context: Higher education, specifically the onboarding of first-year undergraduate students in a sports program at a British university.

Design Principle

Digital onboarding experiences should be designed to foster both academic and social integration to ensure holistic student success.

How to Apply

When developing any online onboarding or orientation program, actively integrate features that facilitate peer-to-peer communication, group activities, and informal social networking.

Limitations

The study focused on a specific student demographic (widening participation sports students) and a single university, limiting generalizability.

Student Guide (IB Design Technology)

Simple Explanation: Online orientations are good for getting students to study, but they don't help students make friends or feel part of the university community as much.

Why This Matters: This research shows that just providing information online isn't enough for a good user experience; you also need to think about the social and emotional needs of the users.

Critical Thinking: To what extent can purely online environments ever fully replicate the social benefits of in-person university induction, and what innovative digital solutions could bridge this gap?

IA-Ready Paragraph: This research highlights that while online induction programs can effectively support academic engagement, they often fall short in fostering the crucial social integration necessary for student success, particularly for widening participation groups. Therefore, any design for an online onboarding experience must intentionally incorporate features that promote peer interaction and community building to ensure a holistic and supportive transition.

Project Tips

• When designing an online system, think about how users will interact with each other, not just the system itself.
• Consider how to build community and belonging within a digital environment.

How to Use in IA

• Use this research to justify the need for social features in your design, especially if your project targets a specific user group that might benefit from extra support.
• Refer to this study when discussing the limitations of purely digital solutions for complex human needs.

Examiner Tips

• Demonstrate an understanding that user experience extends beyond task completion to include social and emotional well-being.
• Critically evaluate the social integration aspects of any digital design.

Independent Variable: Type of programme induction (exclusively online)

Dependent Variable: Student integration (academic engagement, social involvement)

Controlled Variables: First-year widening participation sports students, post-92 British university

Strengths

• Utilizes a relevant theoretical framework (Student Involvement Theory).
• Focuses on a specific, often underserved, student demographic.

Critical Questions

• How can we design online induction to actively encourage the formation of new friendships and networks?
• What are the long-term impacts of limited social integration during induction on student retention and success?

Extended Essay Application

• An Extended Essay could investigate the effectiveness of blended induction models for diverse student populations, comparing purely online, purely in-person, and hybrid approaches.
• Research could explore the specific digital tools and features that best facilitate social connection among university students.

Source

Supporting the integration of first-year undergraduate widening participation sport students into university: the role of online programme induction · SN Social Sciences · 2022 · 10.1007/s43545-022-00574-7