Achievements of S294 Cell Biology Early Start Program
The S294 Cell Biology Early Start program aimed to help students consolidate prior study, gain confidence, and reflect on study plans. It provided access to forums, online tutorials, preparatory resources, and more. Student engagement and participation data show the impact of the program on students' study intensity and outcomes.
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S294 Cell Biology S294 Early Start: what has it achieved? Jane Loughlin, Katja Rietdorf, Diane Butler, Kate Fox, Joy Wilson
What was the S294 What was the S294 Early Start? Early Start? Aimed to: help students consolidate their prior study and gain confidence give students chance to reflect on, and potentially adjust, their study plans From early July to early Sept registered students had access to the website with: Forums moderated by ALs Online tutorials on core topics and skills AYRF S294? drop-in Preparatory resources Module Guide, AYRF S294? , Core concepts from level 1 study etc Module materials (online version of books, activities and quizzes) Journal Club opportunity Could not access TMAs After the ES: ES forums and tutorials were available as read / view-only
Student engagement: Forum activity Tutorial attendance / views Impact: Evaluation Evaluation Survey of students in 18J and 19J (n=91) Semi-structured interview for 18J participants (n=6) TMA submission and module completion rates Module results
Who takes up the Early Start? Participation 18J - participation 18 J 19J - participation 19 J Taking part: 39.4% Not taking part: 60.6% Taking part: 28.5% Not taking part: 71.5% Total = 807 students registered at Module Start 71.5% Total = 729 students registered at Module Start 28.5% 39.4% 60.6% N=729 students N=807 students 18J - participation Taking part: 39.4% Not taking part: 60.6% Not taking part in ES := viewed or created a post in the ES Forum := not active on the ES Forum Taking part in ES Total = 807 students registered at Module Start Based on all students registered at Module Start
18J - participation Who takes up the Early Start? Participation Study Intensity Taking part: 39.4% Not taking part: 60.6% Not taking part in ES 18J - participation 18 J Taking part in ES 19J - participation 19 J 18J & 19J data combined 18 & 19 J Taking part: 39.4% Not taking part: 60.6% Taking part: 28.5% Not taking part: 71.5% Total = 807 students registered at Module Start ns 120 Study Intensity (# credits) Taking part in ES Not taking part 100 Total = 807 students registered at Module Start 71.5% Total = 729 students registered at Module Start 28.5% 39.4% 80 60.6% 60 40 Based on all students registered at Module start 20 N=729 students N=807 students 0 Based on all students registered at Module Start
18J - participation Who takes up the Early Start? Participation Study Intensity Taking part: 39.4% Not taking part: 60.6% Not taking part in ES 18J - participation 18 J Taking part in ES 19J - participation 19 J 18J & 19J data combined 18 & 19 J Taking part: 39.4% Not taking part: 60.6% Taking part: 28.5% Not taking part: 71.5% Total = 807 students registered at Module Start ns 120 Study Intensity (# credits) Taking part in ES Not taking part 100 Total = 807 students registered at Module Start 71.5% Total = 729 students registered at Module Start 28.5% 39.4% 80 60.6% 60 40 Based on all students registered at Module start 20 N=729 students N=807 students 0 18 & 19J - Early Start participants 18 & 19J - Early Start participants Qualifications 18 & 19 J: ES participants 18 & 19 J: All students Q64 Q71 R58 others Q64 Q71 R58 others Based on students participating taking part in the Early Start. Based on all students registered at Module Start Based on students participating taking part in the Early Start.
18J - participation Who takes up the Early Start? Previous Performance 18J - participation 19 J Taking part: 39.4% Not taking part: 60.6% Not taking part in ES taking part not taking part Taking part in ES 18 J 19 J Early Start 18 J Early Start ns 100 100 taking part not taking part avg. score (%) previous performance previous performance Taking part: 39.4% Not taking part: 60.6% Not taking part in ES registered at Module Start Based on all students registered at Reg25 in the 19J presentation, independent of them sitting the exam. Taking part in ES Total = 807 students 80 80 avg. score (%) 60 60 40 40 Total = 807 students registered at Module Start Based on all students registered at Reg25 in the 18J presentation, independent of them sitting the exam. 20 20 0 0 Based on all students registered at Reg25
Engagement with Engagement with ES resources / activities ES resources / activities during the ES (n=62): during the ES (n=62): Early Start tutorial attendance / views Engagement with Early Start Forum 40% 35% Attended or watched recordings of all 5 34% Did not attend or watch recordings of any 42% 30% 25% 20% 15% 10% 5% 0% Attended or watched a recording of at least one 24% Did not access at all Visited no more than 2 or 3 times Visited at least once a week Visited more than once a week Visited every 1- 3 days
How useful did you find the ES activities? How useful did you find the ES activities? Journal Club Tutor session on AYRF 5 (very useful) 4 3 2 1 (not at all useful) Did not access / participate ES tutorials ES forum 0% 10% 20% 30% 40% 50% 60% 70%
Use of Use of module materials module materials during the ES during the ES Of those students who accessed the ES website: 70% started to study the books 39% attempted related activities 32% attempted related self- assessment questions (SAQs) How far did students progress with module materials during ES? 14 Numbers of students 12 10 8 6 4 Read books 2 Attempted related activities 0 Attempted related SAQs Progress
How and to what extent did students feel they benefited from the How and to what extent did students feel they benefited from the Early Start? Early Start? 70% 1 (strongly agree) 2 3 4 5 (strongly disagree) Not applicable 60% 50% 40% 30% 20% 10% 0% Helped me to prepare A chance to assess the amount of work involved Improved my confidence that I could cope A less Felt more confident about tackling TMA01 Allowed me to focus on other modules when they started Appreciated opportunity to meet other students in advance Enjoyed interacting with tutors Enjoyed the Journal Club stressful way to start
Themes that emerged from interviews and open responses Themes that emerged from interviews and open responses Some students appreciated the extra time because they had health issues Students saw it primarily as an opportunity to get ahead rather than prepare / consolidate prior learning Some students felt pressure to engage worried that would be disadvantaged / get behind Some students appreciate continuity of study don t want too much downtime between modules Danger of being lulled myself into a false sense of security and being too relaxed
18J - participation Were students who engaged with the ES more likely to be retained? TMA01 submission 18J - participation 19 J Taking part: 39.4% Not taking part: 60.6% Not taking part in ES Taking part Not taking part Taking part in ES 18 J 18 J Early Start TMA01 submission rate 18 J Early Start (% of # of students at Reg25) (% of # of students at Reg25) 100 100 Taking part Not taking part TMA01 submission rate Taking part: 39.4% Not taking part: 60.6% Not taking part in ES registered at Module Start Based on students registered at Reg25 in the 18J presentation. (independent of exam submission). Taking part in ES Total = 807 students 80 80 60 60 40 40 Total = 807 students registered at Module Start Based on students registered at Reg25 in the 18J presentation. (independent of exam submission). 20 20 0 0 Based on all students registered at Reg25
18J - participation Were students who engaged with the ES more likely to be retained? TMA01 submission 18J - participation 19 J Taking part: 39.4% Not taking part: 60.6% Not taking part in ES Taking part Not taking part Taking part in ES 18 J 18 J Early Start TMA01 submission rate 18 J Early Start (% of # of students at Reg25) (% of # of students at Reg25) 100 100 Taking part Not taking part TMA01 submission rate Taking part: 39.4% Not taking part: 60.6% Not taking part in ES registered at Module Start Based on students registered at Reg25 in the 18J presentation. (independent of exam submission). Taking part in ES Total = 807 students 80 80 60 60 40 40 Total = 807 students registered at Module Start Based on students registered at Reg25 in the 18J presentation. (independent of exam submission). 20 20 0 0 Module completion 0.08 18 J Early Start 19 J Early Start Taking part Not taking part (% of # of students at Reg25) (% of # of students at Reg25) 80 80 Taking part Not taking part exam submission rate exam submission rate 60 60 40 40 Based on students registered at Reg25 in the 18J presentation. (independent of exam submission). Based on students registered at Reg25 in the 19J presentation (independent of exam submission). Based on all students registered at Reg25 20 20 0 0
18J - participation Does participating in the ES affect the Module Results? Module Result 18J - participation 19 J 0.1154 Taking part: 39.4% Not taking part: 60.6% Not taking part in ES ES 19J no ES 19J Taking part in ES 18 J 5 4 ES 18J no ES 18J Taking part: 39.4% Not taking part: 60.6% Not taking part in ES registered at Module Start Remember: Lower number = better outcome 18J students who submitted their exam and were registered at Reg25 Taking part in ES Total = 807 students 4 3 Module result Module result 3 2 2 Total = 807 students registered at Module Start 18J students who submitted their exam and were registered at Reg25 1 1 2.2 2.4 0 0 Based on all students registered at Reg25
Judging the effect of the ES: Predicted vs. actual results in 19J 2/2 19J All stu predicted actual result distribution 2/2 19J All stu predicted actual result distribution All students 19J ES no stu predicted actual result distribution Taking part 19J ES no stu predicted actual result distribution Not taking part 19J ES yes stu predicted actual result distribution 19J ES yes stu predicted actual result distribution 50 %students achieving result 50 %students achieving result Predicted all Actual all 50 %students achieving result 50 %students achieving result Predicted ES yes Actual ES yes 50 50 %students achieving result %students achieving result Predicted ES no Actual ES no Predicted all Actual all 40 Predicted ES yes Actual ES yes Predicted ES no Actual ES no 40 40 40 40 40 30 30 30 30 30 30 20 20 20 20 20 20 Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. 0 10 Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. 10 Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. 0 3 4 Module Result 10 10 Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. Based on 19J students registered at Reg25 who had a predicted result and who submitted the exam. 10 10 0 0 0 1 2 3 4 5 0 1 2 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 Module Result Module Result Module Result Module Result Module Result Based on all students registered at Reg25 who completed and had a predicted result
Conclusions Early Start was very popular with students Students used it primarily to get ahead rather than consolidate or prepare All aspects of support were valued highly by those students who participated in them (participation highest in tutorials and forum) Some students felt pressure to engage Retention (TMA01 submission and completion) is higher for students participating in the ES Students who participated in the Early Start in 18J had a statistically better module results In 19J the distribution of Module results was shifted towards better than predicted results for students who participated in the ES and there was a trend for better module results.
Acknowledgements S294 Early Start Tutors (Kate Fox, Trish Aldred, Heather Fraser, Jo Culross) Kate Fox (AL consultant on the project) Joy Wilson (CM) eSTEeM Students who agreed to interviews Those who have supplied performance data Carole Calvert for advice on setting up the Early Start
