SlideShare a Scribd company logo
Dr Sally Chappell
School of Life Sciences
University of Nottingham
Students apply
online to individual
universities
Applications
considered by
course teams
Student responds
to offer
How many?
Or do they?
Deadlines?
Interviews?
Using an online environment to predict student enrolment
Using an online environment to predict student enrolment
 Not always that clear!
◦ Some students accept,
then don’t turn up
◦ Some students don’t
register a decision –
some of these will turn
up
 How do we get a
better idea?
Offers made to students –
conditional/unconditional
Students firmly accept or
reject the place
List of students starting
the course
Email in June –
invitation to register
Reminders in
July/August
Course starts at the
end of September
All possible students (those with
an offer irrespective of decision)
48% started the course
Those students who registered for
the background material
91% started the course
I found ATutor
fantastic to use
as a preparatory
system for the
course.
I strongly recommend the
establishment of ATutor
in other courses, as I
found it very informative
and personally I came
well prepared for my MSc.
I had a year out before
attending the masters
course so found it useful
to revise basic knowledge.
It is a great idea and should
definitely be done for future
students, because I think the
students who did not use it
found the first few weeks more
difficult because they had
forgotten some rather basic
concepts.
The forums are a really
good idea. It was nice to
have everyone introduce
themselves before moving
up to Nottingham.
I did talk to other students and had the
opportunity to meet them before the start
of the course.
I didn't use the forum to ask questions
about the background material because I
didn't have any problems, however I think
this is a very useful way to start studying
and be prepared for the course.
Having additional links on the site,
for example including links to the
school, background reading
textbooks and links on the
Nottingham university (such as
accommodation, funding, academic
support services)
I could add some information
about the modules of the MSc. I
found it difficult to find in UoN
web page detailed information
about assessments or topics
that will be covered in the
modules.
If I had the opportunity I think I would make it
compulsory when logging in to include a photo of
yourself and some background info (where are you
from, what have you studied, where are you living in
Nottingham?)
 Improvement in the teaching sessions after
the provision of background material
◦ No real change in assessment grades
 Enables students to get to know each other
prior to the course start
◦ Encourages early working relationships
◦ Useful for International students moving to UK
 Do we need to include more problem-based
learning, rather than just a set of resources?
 Can we use the same VLE for pre-course and
in-course learning?
It would be good to use only one system, so
students can start to get used to Moodle
from the very beginning of the course
because Moodle is a platform that we have
to use during the entire year.
 Dr Paddy Tighe (School of Life Sciences)
 MSc students from 2014/15 and 2015/16

More Related Content

PPTX
Principles on-effective-instructions(briones,yuson,cabana)
PPTX
Class 5, oct 13, 2016
PPT
College Of Emeriti
PPTX
IAFOR Conference 2015 Presentation
PPTX
Pathway Powerpoint With Explanation
PPTX
Pathway powerpoint with Explanation
PPTX
Pathway Explanation - Powerpoint
PPTX
Tla advert 2015
Principles on-effective-instructions(briones,yuson,cabana)
Class 5, oct 13, 2016
College Of Emeriti
IAFOR Conference 2015 Presentation
Pathway Powerpoint With Explanation
Pathway powerpoint with Explanation
Pathway Explanation - Powerpoint
Tla advert 2015

What's hot (20)

PPT
High 5 process
PPT
Texasbusmark20054 policies and procedures
PPTX
Flipped Classroom - the Pain & Gain
PPTX
PPTX
Prioritising 1st Year Engagement and Success at the University of Limerick Li...
PPT
High 5 Process
PPTX
Power point presentation 1 jean
DOCX
Gcu edu 450 module 5 classroom overview new
PPT
The flipped classroom at the Li Ka Shing Faculty of Medicine
PPT
E Academy Presentation
PPT
PPTX
Expectations of mentees
PPTX
Scaffolding Research and Guided Inquiry
PPTX
Expectations of mentors outside
PPTX
PPTX
ADSHE Conference - Access to Study Skills
PPTX
Personal Learning Networks
PPTX
Teacher And Learning-B.V.Raghunandan
PPTX
Roll Out Your Welcome Matt - Hold a Course Open House
PPTX
Jisc presentation 2014 e factor 2 sg
High 5 process
Texasbusmark20054 policies and procedures
Flipped Classroom - the Pain & Gain
Prioritising 1st Year Engagement and Success at the University of Limerick Li...
High 5 Process
Power point presentation 1 jean
Gcu edu 450 module 5 classroom overview new
The flipped classroom at the Li Ka Shing Faculty of Medicine
E Academy Presentation
Expectations of mentees
Scaffolding Research and Guided Inquiry
Expectations of mentors outside
ADSHE Conference - Access to Study Skills
Personal Learning Networks
Teacher And Learning-B.V.Raghunandan
Roll Out Your Welcome Matt - Hold a Course Open House
Jisc presentation 2014 e factor 2 sg
Ad

Similar to Using an online environment to predict student enrolment (20)

PDF
Catherine Stone
PPT
Using e systems to support student engagement
PPT
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...
PDF
Hybrid Learning: equity, inclusion and responsiveness
DOCX
E teachers manual
PPTX
K. Schlusmans presentation to eadtu conference 2017
PPT
Team4 Power Point Assignment Final Version
PPTX
Evaluating the impact of the Pandemic on departmental uses of learning techno...
PPT
What do we know about the experience of first year students?
PDF
Collaborative Retention Project:
PPTX
Faculty as students: One model for faculty to develop and teach online
PPTX
Preparing Instructors to Teach Online: Two Faculty Development Models
PPT
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
DOC
HERE! Project Case Study 3
PPTX
The online teaching survival guide powerpoint
PPTX
Online mentor-update
PDF
Using Moodle to familiarise prospective students with HE level learning Carol...
PPTX
Online Mentor Update - PSNET online resource
PPT
Fttc session outline_final
PPTX
Results of the EADTU Task Force on Retention and Student Services - George Ub...
Catherine Stone
Using e systems to support student engagement
Top Ten Things Learned From Ten Years of Online Statistics Teaching (Michelle...
Hybrid Learning: equity, inclusion and responsiveness
E teachers manual
K. Schlusmans presentation to eadtu conference 2017
Team4 Power Point Assignment Final Version
Evaluating the impact of the Pandemic on departmental uses of learning techno...
What do we know about the experience of first year students?
Collaborative Retention Project:
Faculty as students: One model for faculty to develop and teach online
Preparing Instructors to Teach Online: Two Faculty Development Models
Using Enquiry Based Learning to Create a Blended Academic Skills Development ...
HERE! Project Case Study 3
The online teaching survival guide powerpoint
Online mentor-update
Using Moodle to familiarise prospective students with HE level learning Carol...
Online Mentor Update - PSNET online resource
Fttc session outline_final
Results of the EADTU Task Force on Retention and Student Services - George Ub...
Ad

Recently uploaded (20)

PDF
Chinmaya Tiranga quiz Grand Finale.pdf
PDF
Module 4: Burden of Disease Tutorial Slides S2 2025
PDF
2.FourierTransform-ShortQuestionswithAnswers.pdf
PDF
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
PPTX
Cell Structure & Organelles in detailed.
PPTX
Final Presentation General Medicine 03-08-2024.pptx
PDF
GENETICS IN BIOLOGY IN SECONDARY LEVEL FORM 3
PDF
Classroom Observation Tools for Teachers
PDF
The Lost Whites of Pakistan by Jahanzaib Mughal.pdf
PPTX
Orientation - ARALprogram of Deped to the Parents.pptx
PDF
grade 11-chemistry_fetena_net_5883.pdf teacher guide for all student
PPTX
PPT- ENG7_QUARTER1_LESSON1_WEEK1. IMAGERY -DESCRIPTIONS pptx.pptx
PDF
Complications of Minimal Access Surgery at WLH
PDF
Abdominal Access Techniques with Prof. Dr. R K Mishra
PPTX
Pharma ospi slides which help in ospi learning
PPTX
Microbial diseases, their pathogenesis and prophylaxis
PDF
FourierSeries-QuestionsWithAnswers(Part-A).pdf
PDF
Trump Administration's workforce development strategy
PPTX
master seminar digital applications in india
PDF
O5-L3 Freight Transport Ops (International) V1.pdf
Chinmaya Tiranga quiz Grand Finale.pdf
Module 4: Burden of Disease Tutorial Slides S2 2025
2.FourierTransform-ShortQuestionswithAnswers.pdf
3rd Neelam Sanjeevareddy Memorial Lecture.pdf
Cell Structure & Organelles in detailed.
Final Presentation General Medicine 03-08-2024.pptx
GENETICS IN BIOLOGY IN SECONDARY LEVEL FORM 3
Classroom Observation Tools for Teachers
The Lost Whites of Pakistan by Jahanzaib Mughal.pdf
Orientation - ARALprogram of Deped to the Parents.pptx
grade 11-chemistry_fetena_net_5883.pdf teacher guide for all student
PPT- ENG7_QUARTER1_LESSON1_WEEK1. IMAGERY -DESCRIPTIONS pptx.pptx
Complications of Minimal Access Surgery at WLH
Abdominal Access Techniques with Prof. Dr. R K Mishra
Pharma ospi slides which help in ospi learning
Microbial diseases, their pathogenesis and prophylaxis
FourierSeries-QuestionsWithAnswers(Part-A).pdf
Trump Administration's workforce development strategy
master seminar digital applications in india
O5-L3 Freight Transport Ops (International) V1.pdf

Using an online environment to predict student enrolment

  • 1. Dr Sally Chappell School of Life Sciences University of Nottingham
  • 2. Students apply online to individual universities Applications considered by course teams Student responds to offer How many? Or do they? Deadlines? Interviews?
  • 5.  Not always that clear! ◦ Some students accept, then don’t turn up ◦ Some students don’t register a decision – some of these will turn up  How do we get a better idea? Offers made to students – conditional/unconditional Students firmly accept or reject the place List of students starting the course
  • 6. Email in June – invitation to register Reminders in July/August Course starts at the end of September All possible students (those with an offer irrespective of decision) 48% started the course Those students who registered for the background material 91% started the course
  • 7. I found ATutor fantastic to use as a preparatory system for the course. I strongly recommend the establishment of ATutor in other courses, as I found it very informative and personally I came well prepared for my MSc. I had a year out before attending the masters course so found it useful to revise basic knowledge. It is a great idea and should definitely be done for future students, because I think the students who did not use it found the first few weeks more difficult because they had forgotten some rather basic concepts.
  • 8. The forums are a really good idea. It was nice to have everyone introduce themselves before moving up to Nottingham. I did talk to other students and had the opportunity to meet them before the start of the course. I didn't use the forum to ask questions about the background material because I didn't have any problems, however I think this is a very useful way to start studying and be prepared for the course.
  • 9. Having additional links on the site, for example including links to the school, background reading textbooks and links on the Nottingham university (such as accommodation, funding, academic support services) I could add some information about the modules of the MSc. I found it difficult to find in UoN web page detailed information about assessments or topics that will be covered in the modules. If I had the opportunity I think I would make it compulsory when logging in to include a photo of yourself and some background info (where are you from, what have you studied, where are you living in Nottingham?)
  • 10.  Improvement in the teaching sessions after the provision of background material ◦ No real change in assessment grades  Enables students to get to know each other prior to the course start ◦ Encourages early working relationships ◦ Useful for International students moving to UK
  • 11.  Do we need to include more problem-based learning, rather than just a set of resources?  Can we use the same VLE for pre-course and in-course learning? It would be good to use only one system, so students can start to get used to Moodle from the very beginning of the course because Moodle is a platform that we have to use during the entire year.
  • 12.  Dr Paddy Tighe (School of Life Sciences)  MSc students from 2014/15 and 2015/16

Editor's Notes

  • #2: Each paper will have 15 minutes to present with 5 minutes in addition for questions.   Good afternoon and thank you to the organisers for giving me the chance to present some of the work I’ve been doing on using an online environment to predict student enrolment onto an MSc course, and its possible use in aiding transition into postgraduate education. I’m from the School of Life Sciences at the University of Nottingham, and whilst I’m involved with teaching on several MSc courses, the one I’m going to focus on today is the MSc in Molecular Genetics and Diagnostics which I ran from 2006 to 2012, and still teach a considerable amount on.
  • #3: Dealing with applications to Masters level study presents some different challenges to those associated with Undergraduate courses. Firstly, rather than having a centralised application system, the students apply directly to individual Universities, often using online application systems. This automation does have benefits in terms of application handling, but also makes it easy for students to apply to many different courses. The applications are then considered by course teams, and decisions are communicated back to the students using the same online system. Once offers have been made, the students are then required to respond to this offer. In terms of assessing the applications for the courses, there are some practical considerations that need to be thought about. For example, how many other Universities or courses has the student applied to? How can we ensure that our course is their first choice? Are there obvious deadlines for applications? These are also likely to be different between institutions – does this influence which course the student chooses? Can we use interviews not only to make a decision on the suitability of the applicant, but also to provide them with more information about the course enabling them to make more informed decisions about where they wish to study? And what do we do if the student doesn’t respond to their offer? There’s no requirement for them to do so, so how do we know who’s actually going to turn up on Day 1?
  • #4: One of the other challenges for PGT education is the time frame. Most standard UK MSc courses are 1 year in duration, so there’s not much time for students to acclimatise to being in a PGT environment. How do we ensure that students are prepared for this transition, especially if they’re coming from an educational background which may be quite different to that in the UK? We also need to take account of the fact that some students won’t be recent graduates and may be returning to study after time in the workplace.
  • #5: As I started teaching on the MSc, it became apparent that assumptions I had made about students’ prior knowledge weren’t being met in all cases. This meant that a lot of time in the first module was spent bringing some of the class up to speed with what we thought they would already know. This obviously also then affects the other students in the class, who may be familiar with this material and want to move on to more demanding areas. Several of our MSc courses had previously sent out reading lists for students to look at over the summer, but this in itself presents problems for different students. Many will not have access to University libraries over the summer period, and those applicants who have been working prior to the MSc certainly won’t have access. Given the amount of material now freely available online, it seemed that collecting relevant resources together for students to access would be a much better solution. With this in mind, I created an online environment that students could register for, which contained a collection of relevant resources along with quizzes for students to check their own understanding. There were also a set of forums provided so that students could contact course staff, or each other.