IMPALA Informal Mobile Podcasting and Learning Adaptation

Literature

IMPALA4T builds on studies of students’ transition into HE and the first year. It uses ‘hot knowledge’ to enhance transition, and podcasting as an innovative way to reach and address students on transition issues.

For students, poor transition into university life and difficulties with its academic and social demands are key contributors to underachievement and drop out. An Ulster study found that up to 20 percent of new students encountered difficulties in adjusting, managing their workload and becoming independent learners, leading to 1 in 6 withdrawing (Lowe and Cook, 2003). Students’ preparedness for and awareness of HE are critical factors contributing to their successful transition into HE (NAO, 2002; Boyle, Carter and Clark, 2002). HE students’ age, ethnicity, socio-economic background and family HE history (Taylor, Barr and Steele, 2002) all impact on their preparedness for HE. New entrants may hold misconceptions and many are inadequately prepared for the university’s assessment procedures, hours of face-to-face contact and independent study required, the large size of lecture groups, and the choices to be made among modular options (Lowe and Cook, 2003; Byrne and Flood, 2005; Laing, Chao and Robinson, 2005; Robothom and Julian, 2006).

Preparation for HE should include understanding HE and its ‘institutional habitus’, meaning the values and practices of cultural or social groups that are embedded in and mediated through the culture of an institution (Reay, David and Ball, 2001, 2005). A student who is unprepared can feel like a ‘fish out of water’ (Thomas, 2002, p. 431). Support for transition may bridge the gap between ‘institutional habitus’ and a person’s habitus, but HEIs typically respond by providing formal courses in study skills (Hultberg et al, 2008; Walker, Matthew and Black, 2004; Knox, 2005).

The knowledge and experience of students who have already made the transition have rarely been exploited. Such knowledge is considered ‘hot knowledge’ (Ball and Vincent, 1998) that identifies ‘the socially embedded’ knowledge prevailing in networks of friends, family, relatives and neighbours, the people who are generally considered as ‘people like me’ (Hutching, 2003, p. 110). Studies on HE preparation report that potential applicants consider ‘hot knowledge’ to be more trustworthy than communication through ‘official’ sources (Hutchings, 2003).

Podcasting can capture this ‘hot knowledge’ and make it available to HE entrants and those studying at Level 1. Despite the interest in and links between informal learning and mobile devices (Sharples, Taylor and Vavoula, 2007), little attention has been given to exploiting novel ways of improving peer-supported transition into HE. Salmon and Edirisingha (in press) document four approaches to using student-created podcasts to provide first-year support: addressing students’ misconceptions and anxiety about HE; developing their reflection skills; advising them on their assessed work; and developing their research skills. IMPALA4T will tap into the knowledge and experience of students who recently made their own transition: it will use podcasting technology and mobile devices familiar to HE students.

References

Ball, S.J. and Vincent, C. (1998) ‘“I heard it on the grapevine”: “hot” knowledge and school choice’, British Journal of Sociology of Education, 19: 377– 400.

Boyle, R., Carter, J., and Clark, M. (2002) ‘What makes them succeed? Entry, progression and graduation in Computer Science’, Journal of Further and Higher Education, 26(1): pp. 2–18.

Byrne, M., and Flood, B. (2005) ‘A study of accounting students’ motives, expectations and preparedness for higher education’, Journal of Further and Higher Education, 29(2): 111 –24.

Hultberg, J., Plos, K., Hendry, G. D., and Kjellgren, K. I. (2008) ‘Scaffolding students’ transition to higher education: parallel introductory courses for students and teachers’, Journal of Further and Higher Education, 23(1): 47 – 57.

Hutchings, M. (2003) ‘Information, advice and cultural discourses of higher education’, in L. Archer, M. Hutchings and A. Ross (eds.), Higher Education and Social Class: Issues of exclusion and inclusion, London: RoutledgeFalmer, pp. 97–118.

Knox, H. (2005) ‘Making the transition from further to higher education: the impact of a preparatory module on retention, progression and performance’, Journal of Further and Higher Education, 29(2): 103–10.

Laing, C., Chao, K.M., and Robinson, A. (2005) ‘Managing the expectations of non-traditional students: a process of negotiation’, Journal of Further and Higher Education, 29(2): 169–79.

Lowe, H., and Cook, A. (2003) ‘Mind the Gap: are students prepared for higher education?’, Journal of Further and Higher Education, 27(1):  53–76.

National Audit Office (2002) Improving Student Achievement in English higher Education, London: The Stationary Office.

Reay, D., David, M., Ball, S. (2001) ‘Making a Difference? Institutional habituses and higher education choice’, Sociological Research Online, 5(4). URL http://www.socresonline.org.uk/5/4/reay.html [accessed 17.10.2005]

Robothom, D., and Julian, C. (2006) ‘Stress and the higher education student: a critical review of the literature’, Journal of Further and Higher Education, 30 (2): 107 – 117.

Salmon, G., and Edirisingha, P. (eds) (in press) Podcasting for Learning in Universities, London: McGraw-Hill and Open University Press.

Sharples, M., Taylor, J., and Vavoula, G. (2007) ‘A Theory of Learning for the Mobile Age’, in R. Andrews and C. Haythornthwaite (eds.), The Sage Handbook of Elearning Research. London: Sage, pp. 221-47.

Taylor, R., Barr, J., and Steele, T. (2002) For a Radical Higher Education: After Postmodernism. Buckingham: SRHE and Open University Press.

Thomas, L. (2002) ‘Student retention in higher education: the role of institutional habitus’, Journal of Education Policy, 17(4): 423–42.

Walker, L., Matthew, B., and Black, F. (2004) ‘Widening access and student non-completion: an inevitable link? Evaluating the effects of the Top-Up Programme on student completion’, International Journal of Lifelong Education, 23(1): 43–59.