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Transitional Support online maths bridging course

The Maths Summer Bridging Course aims to support students transitioning into higher education by addressing gaps in preparedness. As many students face anxiety and uncertainty about university learning, this course offers innovative pre-induction support. Our comprehensive program includes worksheets, live webcasts, discussion forums, and weekly webinars to enhance student engagement and confidence. The course is designed to improve student retention, alleviate anxiety, and foster a sense of belonging, ensuring students are well-prepared for their academic journey.

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Transitional Support online maths bridging course

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  1. Transitional Supportonline maths bridging course Rukhsana Rahim Din

  2. Contents • Transition • Summer Maths Bridging Course • Approach • Preliminary feedback • Next steps

  3. Transition to Higher Education lack of ‘preparedness’ for learning in higher education (Ozga and Sukhnandan, 1998; Haggis and Pouget, 2002) lack an understanding of what learning at university involves (Gamache, 2002) most students need learning support available ‘for successful achievement and progression within the education system and beyond’. Universities should devise inclusive strategies to enable all students to study successfully(Thomas, 2002) Pre-induction is an innovative way of providing additional support at a time when many students feel anxious (Wingate, 2007)

  4. Academic Skills Tutors

  5. Maths Summer Bridging Course

  6. The Virtual Learning Environment

  7. Course Content Worksheets with worked answers Live webcasts Pencasts Discussion Forums Screencasts & Powerpoint

  8. Weekly Webinar

  9. Worksheets

  10. Screencasts and Pencasts

  11. End of Unit Tests

  12. Automatic Marking

  13. Usage Reports

  14. Student Engagement Increased confidence when starting Ease of transition Increased sense of belonging Discussion Forums Reduced anxiety

  15. Next Steps - Roll-out for 2014-15

  16. Benefits of Maths Bridging Course • Ease the transition to HE • Improve retention • Low confidence in suitability of course (Cook, 2004) • Poor attendance (Newman, Ford et al., 2009; Woodfield et al., 2006) • Lack of engagement (Tinto, 1993; Yorke, 2012) • Improve Student Satisfaction

  17. Further Information W2/44 r.r.din@hud.ac.uk c.m.corley@hud.ac.uk

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