Virtual Induction and Social Networking: A Reflective Analysis of the Student Transition Experience

Research indicates that social and academic integration are important elements in the student experience in the transition to university. Some evidence supports improved outcomes in respect of learning and retention where contact with students is enhanced beyond that experienced in the formal academic environment. Recently, society has been exposed to new communication opportunities with social networking sites often the vehicle of choice. This paper details and discusses student responses to their interaction with a dedicated Virtual Induction and Social Networking Site (VISNS). A literature supported rationale is offered for its introduction. Student feedback was sought mid semester via a questionnaire in order to analyse student perceptions of the site’s usefulness. A feedback synopsis and detailed discussion is offered in the body of the paper. Analysis of the data reflects broad access across all elements of the site suggesting good levels of participation with students being satisfied or very satisfied. There are also some interesting and perhaps surprising responses by student cohorts with regard to the usefulness of the site and how it could be enhanced. Rankings are provided indicating the relative importance to students of each aspect of the site’s functionality at inception and mid semester. These reflect changing student priorities throughout the transition period. Although a longitudinal study, the findings detailed in this paper suggest the site was successful in promoting student engagement.