Presented at a University of York Lunchtime Workshop in 2011. Supporting material: http://www.mattcornock.co.uk/reports/four-types-of-students-posts-in-introductory-online-activities

1. Transition Blogs:
Facilitating Online Interaction
ELDT Lunchtime Workshop
February 2011
Matt Cornock

2. Clear purpose of the blog
•
•
•
•
Provide a way of asking questions
Meet fellow course participants
Welcoming them to the Department
Bringing together new students, staff and current students
‘…where you are coming from, what you hope to get
from the course, whether or not you are new to York
and any anxieties or hopes you might have…’
© 2011 University of York

3. Directed approach
© 2011 University of York

4. Leading to tasks
© 2011 University of York

5. Types of blog post
Often combined.
These are students
who need a quick
and supportive reply.
Hello! My name is…
I need reassurance
I have a question
Unanswered
questions lead to
anxiety.
Simple ‘hello’ posts
require replies with
friendly questions to
encourage discussion.
I want conversation
© 2011 University of York
Often combined.
These are students
who need a clear
answer and
supportive reply.

6. Spotting anxiety
‘…really excited to start the course in a few
weeks, though a little nervous too.’
• Reply with non-threatening questions, e.g. where they are from, what
activities do they like to do, etc.
• Lead them into conversations which allow you to point out the University
and Department community and activities
© 2011 University of York

7. Spotting anxiety
‘Hi again, just got the timetables. Anyone else not
understand it completely or is that just me??’
• Keep check of questions, particularly those relating to University
processes
– Think about how an outsider would interpret timetables, what tips can you
provide?
• The double question mark is a big clue
© 2011 University of York

8. Spotting anxiety
‘I'm really looking forward to it and can't wait to meet everyone! Hopefully
living off campus won't make it too difficult to get to know everyone!’
• Words like ‘hopefully’ are subtle clues to underlying concern
• Share knowledge and prompt other students to join in
– E.g. ‘About a third of our students live off campus in their first year…’ ‘Anyone
living outside of York?
© 2011 University of York

9. Harnessing enthusiasm
‘Can't believe it is almost time but time seems to be dragging on. I will be
moving into XYZ College so anyone in the first year who is moving into there
fancy a walking partner for the next year? :)’
• You don’t need to reply, but check back on the post a few days later
• If no-one has replied, then reply and engage
– E.g.: ‘Hi Bob. XYZ College have their own website, have you seen their JCRC
(Junior Common Room Committee) pages to find out what events they
organise?’
© 2011 University of York

10. Student reaction
‘The blog was helpful, it was reassuring to know that other students had the
same fears as me!!’
+
‘[The blog] made things easier when meeting [new students] for the first
time.’
+
‘We used the blog to meet up as fellow students before the course
started, but some people didn't log in so were left out which was a shame.’
+
© 2011 University of York

11. Student reaction
‘The Blog. I didn't have any confidence to use it because when I looked at
the blog at the time, just 2 people had used it.’
‘Blog, questions weren't answered still weeks after original post.’
‘The blog wasn't well utilised. Personally I was far too shy to participate in
those early days. And I know others felt very similar.’
© 2011 University of York
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12. What would we do next?
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Commitment to replying
More involvement from staff
Incorporate light academic activities
Tick off people as they participate, send an email to
those that haven’t logged in by Oct
• Student facilitators can promote Facebook, make
them aware that it shouldn’t exclude
© 2011 University of York