Short answer

When designing digital onboarding experiences, prioritize the creation of opportunities for social interaction and peer connection, rather than solely focusing on academic content delivery.

Field: User-Centred Design
Source: SN Social Sciences (2022)
Method: Qualitative study using peer mentors as interviewees, guided by Student Involvement Theory.
Evidence: Moderate effect

Exclusively online programme inductions are effective at fostering academic engagement but fall short in facilitating the social integration crucial for the success of widening participation students. This user-centred design research insight is drawn from a 2022 study published in SN Social Sciences. Using Qualitative study using peer mentors as interviewees, guided by student involvement theory., researchers explored how this design variable affects real-world outcomes. The key design takeaway: When designing digital onboarding experiences, prioritize the creation of opportunities for social interaction and peer connection, rather than solely focusing on academic content delivery.

Study

User-Centred DesignHigh ImpactModerate effect

Online Induction Programs Improve Academic Engagement but Neglect Social Integration for Widening Participation Students

SN Social Sciences · 2022

Key Findings

01Online induction was more successful in gaining academic engagement than social engagement.
02Participants demonstrated significant effort and time investment in their studies.
03Participants reported limited social involvement with peers from their program and the wider university community.

Application

Design takeaway

When designing digital onboarding experiences, prioritize the creation of opportunities for social interaction and peer connection, rather than solely focusing on academic content delivery.

How to apply

When developing any online onboarding or orientation program, actively integrate features that facilitate peer-to-peer communication, group activities, and informal social networking.

Project actions

01When designing an online system, think about how users will interact with each other, not just the system itself.
02Consider how to build community and belonging within a digital environment.

Method & Evidence

AimTo explore the effectiveness of an exclusively online programme induction in supporting the integration of newly arrived first-year widening participation sports students into university.

MethodQualitative study using peer mentors as interviewees, guided by Student Involvement Theory.

ProcedureInterviews were conducted with peer mentors to gather insights into their experiences and perceptions of an online programme induction for widening participation sports students.

ContextHigher education, specifically the onboarding of first-year undergraduate students in a sports program at a British university.

Variables

IVType of programme induction (exclusively online)

DVStudent integration (academic engagement, social involvement)

CVFirst-year widening participation sports students, post-92 British university

Strengths & Limitations

Strengths

+Utilizes a relevant theoretical framework (Student Involvement Theory).
+Focuses on a specific, often underserved, student demographic.

Limitations

The findings might not apply to all student groups or all types of online induction programs. The study relied on peer mentors' perspectives, which may not fully represent the students' experiences.

Reliability & validity

The qualitative nature of the study provides rich insights but may have limited generalizability. The reliance on peer mentors' perspectives could introduce bias. Future quantitative studies could explore the statistical significance of these findings.

Think critically

To what extent can purely online environments ever fully replicate the social benefits of in-person university induction, and what innovative digital solutions could bridge this gap?

Design Principles

"Digital onboarding experiences should be designed to foster both academic and social integration to ensure holistic student success."

Designers of educational onboarding experiences must recognize that a purely digital approach can inadvertently create barriers to social connection. This insight highlights the need to intentionally design for both academic and social aspects of integration, particularly for student populations who may face additional challenges.

What This Means for Your Design

Online orientations are good for getting students to study, but they don't help students make friends or feel part of the university community as much.

How to use in your project

1.Use this research to justify the need for social features in your design, especially if your project targets a specific user group that might benefit from extra support.
2.Refer to this study when discussing the limitations of purely digital solutions for complex human needs.

Add to My Project

Quick Cite

Paragraph starter

This research highlights that while online induction programs can effectively support academic engagement, they often fall short in fostering the crucial social integration necessary for student success, particularly for widening participation groups. Therefore, any design for an online onboarding experience must intentionally incorporate features that promote peer interaction and community building to ensure a holistic and supportive transition.

Source

SN Social Sciences

Supporting the integration of first-year undergraduate widening participation sport students into university: the role of online programme induction

journal · 2022

View source

Questions About This Research

What does the research say about online induction programs improve academic engagement but neglect social integration for widening participation students?: When designing digital onboarding experiences, prioritize the creation of opportunities for social interaction and peer connection, rather than solely focusing on academic content delivery. Evidence: SN Social Sciences (2022).
Why does "Online Induction Programs Improve Academic Engagement but Neglect Social Integration for Widening Participation Students" matter for design?: Designers of educational onboarding experiences must recognize that a purely digital approach can inadvertently create barriers to social connection. This insight highlights the need to intentionally design for both academic and social aspects of integration, particularly for student populations who may face additional challenges.
How can designers apply this research?: When designing digital onboarding experiences, prioritize the creation of opportunities for social interaction and peer connection, rather than solely focusing on academic content delivery.
What were the main findings?: Online induction was more successful in gaining academic engagement than social engagement.. Participants demonstrated significant effort and time investment in their studies.. Participants reported limited social involvement with peers from their program and the wider university community.
What research method was used?: Qualitative study using peer mentors as interviewees, guided by Student Involvement Theory..
How strong is the evidence?: Evidence strength is rated Moderate effect, based on a 2022 journal from SN Social Sciences.
What should I do differently in my next project?: When developing any online onboarding or orientation program, actively integrate features that facilitate peer-to-peer communication, group activities, and informal social networking.
What are the limitations?: The study focused on a specific student demographic (widening participation sports students) and a single university, limiting generalizability.