Summer schools, slumps and successes: A journey through critical issues of transition into, through and out of HE

Image by Edward Köhler from Pixabay

As Freshers’ Week takes place at our institutions and we are welcoming a new cohort of students into our programmes, it seems timely to be writing about the topic of transition. This year more than ever, the need to facilitate a smooth transition back into the world of learning seems more pertinent than ever. Students face not just a new step up in terms of their studies but also a re-adjustment back to face-to-face teaching experiences.

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The problem we face with digital reading

I think it’s safe to say, we’ve probably all experienced the challenges around getting students to read in our academic environments, but has this been made worse since the pandemic? There’s a lot of assumptions in this area but little validation it seems.

At a recent SEDA workshop looking into transitions into Higher Education, I posed a number of questions to the audience around the perception of digital reading practice. As part of the work we’re doing in this space as part of or QAA Collaborative Enhancement Project ‘Active Online Reading’,  looking into students’ digital reading practice, we are seeking to better understand the problems students face, the barriers to academic reading, and the solutions that our students and academic community have used to overcome these barriers.

Below is a summary of the community’s contributions to this problem space.

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