Expectations and engagement

Key touchpoints in online students’ experiences of transition

Abstract

The first year of study in higher education is a significant time for students, and indeed for institutions. Students are at their most vulnerable in terms of an increased risk of failure, and are at most risk of encountering challenges they have few resources on which to draw in order to overcome. These vulnerabilities, challenges and risks are particularly significant for students who study in the online mode, where a sense of isolation lingers for many students despite the levels of interactivity now available to them. Recent research suggests that institutions have room for improvement in assisting students to navigate their path through this transition. In this paper, we identify five key ‘touchpoints’ within an online student’s transition that play a significant role in positioning them for success. We frame our discussion around two key concepts, expectations and engagement, and explore how institutions might use each touchpoint to position online students for success. Our aim is not to provide solutions, but rather to provoke alternative and out-of-the-box thinking through discussion about how we might better align practices across an institution, and reassess our roles in supporting student transition.