Onboarding Methods for Students in Higher Education

Further, a study on the effect of onboarding computing students without programming-confidence or experience, revealed that providing an onboarding course helped increase confidence and self-efficacy, in addition to increasing subject-matter competence. “...[T]he results suggest that onboarding has the potential to increase the diversity of students”, specifically in terms of including students who may lack previous exposure to or knowledge on their subject of study (Salazar, 2023).

4. Digital Onboarding Solutions: Interventions for Successful Outcomes

A research team at the Technische Universität Braunschweig undertook a comprehensive review and analysis of 17 meticulously selected sources of evidence on the topic of “[c]urrent interventions for the digital onboarding of first-year students in higher education institutions" (Schilling et.al, 2022). The scoping review provides a relatively recent, and panoramic exploration of digital onboarding of incoming university students. The insights extracted from this review will be presented herein to illustrate why digital onboarding “interventions” are implemented, the types of solutions that are used, and their outcomes.

4.1 Reasons for Intervention

The authors cite presenting important information, building community, and reducing student uncertainty as the primary purposes for onboarding interventions in many of the reports they reviewed (Schilling et.al, 2022).

4.2 Digital Onboarding Types

The review team identified 49 digital onboarding types and categorised these into what they termed “intervention dimensions”. Workshops, events, online courses, games, scavenger hunts, Q&A sessions, virtual tours and events, task lists, learning modules, augmented reality, online counselling, group chats, competitions, mentorship sessions, and more. Webpages, virtual events, sessions led by orientation guides, and educational games were some of the most popular onboarding types that were implemented (Schilling et.al, 2022).

The dimensions into which the onboarding types were consequently categorised by Schlling et al (2022) are summarised as follows:

• 4.2.1 Information. Perhaps the primary objective of onboarding endeavours is to provide students with information that familiarises them with systems, peers, processes, their environments, and related resources. Information interventions are often integrated with social activities, but are also presented more formally through webpages, as well as online/physical events, tours and sessions.
• 4.2.2 Socialisation. Social integration is facilitated and encouraged through virtual and/or physical interactions amongst students, and between students and faculty members. Interactive games such as quizzes and scavenger hunts, as well as meetings, discussions, chats, and events are examples of onboarding activities that encourage socialisation.
• 4.2.3 Counselling. This dimension requires the recruitment of orientation leaders, academic staff, and older students to provide guidance, mentorship, career support, and assistance with difficulties. The review cites counselling as potentially improving the student experience, and their retention.
• 4.2.4 Self-study. when interventions lead to independent efforts that are taken by students outside of, beyond, or after onboarding. improved study performance and communication with peers.

Of the 49 interventions identified, thirty-eight (38) fell into the information category, and 27 fell into the socialisation category, 10 into the counselling category, and only 6 into the self-study category. Interestingly, the majority of socialisation interventions can also be categorised as information interventions (Schilling et.al, 2022).

The finer details of how the overarching purposes of onboarding were achieved - and which may serve to inform content development of digital onboarding solutions - included:

4.3 Digital Technology and Software Solutions

Schilling et.al (2022) note that telecommunications software (such as Zoom, Skype, and MS Teams) and virtual environments (virtual classrooms and learning spaces) are often the primary digital solutions that universities turn to, followed by learning platforms. The least used solution - much to the curiosity of the authors - are apps and mobile applications, despite the extreme likelihood of students in their area of study being equipped with a mobile phone Interestingly, “the vast majority [of universities] used multiple digital and virtual onboarding settings” - meaning that a multitude of digital solutions and technology are typically being implemented and employed in tandem.

Whilst onboarding interventions - or digital solutions - in the virtual environment category are touted as being expensive as per (Schilling et.al, 2022), and that existing solutions that do not require customisation or from-scratch development, may be more feasible. The authors also noted that a single solution may not be sufficient in meeting a university's onboarding needs, and that “[b]ringing different onboarding settings together increases the variability of onboarding interventions a higher education institution can apply and, with that, increase the range of purposes and outcomes which are achieved by the onboarding” (Schilling et.al, 2022).

5. Learning Behaviours of the Digitally Fluent Generations

Both Generation Z and Generation Alpha have been raised in a world where technology is ubiquitous, shaping their preference for personalised and on-demand content. Over-The-Top (OTT) media has shaped an expectation of interactive and multimedia-rich content that is short and easily digestible (Liue et. al 2023). Therefore, younger generations tend to prefer learning through videos, podcasts, and interactive online platforms. Both generations are heavy users of mobile phones, with smartphones being an integral part of their daily lives. This impacts their learning styles, as they may turn to mobile devices for accessing educational resources, communicating with peers, and entertainment (Caiko et. al 2022).

In a 2020 article published in the Journal of Organizational Change Management, (Chillakuri (2020) identified six essential variables for onboarding Generation Z, namely: Personalized Experience [sic], Technology Integration, Feedback Mechanisms, Mentorship Opportunities, Flexibility and Autonomy, and Continuous Learning.

Another aspect to consider is how microlearning can enhance learning outcomes for Gen Z learners in the digital age through improved recall, retention, engagement, and motivation. An approach that reflects familiar, real-life media may make the experience more relatable (Choudhary and Pandita, 2023). The mobile-friendly nature of microlearning also allows users to access learning materials anytime, anywhere - appealing directly to the aforementioned “essential variables” of flexibility, autonomy, and continuous learning (Chillakuri, 2020; Choudhary and Pandita, 2023).

Understanding the behaviours/traits of Generation Alpha, such as creativity, curiosity, and early exposure to digital devices, can help educators tailor instructional methods to better engage younger students. Other traits - purported high self-confidence, a tendency to reject rules and decreased communication and socialisation skills - may further guide the development of instructional strategies. There is an expectation to be given freedom of thought, speech, and action (Danilova, 2023).

While not all higher education institutions prioritise digitalisation, the integration of digital tools is seen as beneficial, enhancing interactive teaching methods and student engagement. Technologies like chatbots, based on artificial intelligence, are utilised to personalise the learning experience for students, identifying areas of difficulty and designing customised learning programmes (Abysova et. al, 2023).

Digital technology has significantly influenced education by transforming traditional teaching methods and enhancing student engagement, whilst promoting flexibility and accessibility. The integration of digital tools in higher education has become a global trend, leading to the adoption of interactive teaching approaches that cater to diverse learning styles. Educators are encountering new theoretical challenges due to the ongoing modernisation of HEI education. They are mandated to find ways to bridge traditional and innovative educational methods while considering the unique cognitive, motivational, and need-based characteristics of the digital generation. In the information society, learning goals now prioritise developing competencies and preparing students to design their own educational paths; the focus shifts from coordinating teaching activities to “projecting, forming, and mastering individual educational plans” (Abysova et. al, 2023).

The European Higher Education Area (EHEA) comprises of 49 countries and over 30 million students. The number of adult graduates in this region aged 30-64 continues to rise, indicating the importance of considering mature students in university policies. “Mature students are specifically targeted in many countries, as students from under-represented groups that may be encouraged to enter higher education with a delay or solicited to engage in continuing education in the context of life-long learning strategies" (European Commission / EACEA / Eurydice, 2024). Consequently, there are more part-time student between the ages of 30-34 than those aged between 20-24, which indicates that there are more mature students partaking within HEI than other age groups.

Overall, digital fluency amongst not only Gen Z and Alpha, but also previous generations who have acclimatised to the digital pervasiveness, highlights the importance of designing approaches that meet the diverse learning preferences and requirements of students in higher education settings. Digital didactics also reflects the ongoing evolution of educational practices in response to technological advancements and pedagogical innovations (Caiko, 2022).

6. Conclusions and Discussion

This white paper explored a body of literature on onboarding programmes and their outcomes. The specific focus was on digital onboarding for incoming students in higher education, largely informed by a review and scoping article published by Schilling et. al (2022).

Students, when entering higher education, are presented with numerous challenges, consequently requiring effective onboarding processes to ensure successful adaptation and integration. As educational institutions evolve, the traditional methods of student orientation are being augmented or replaced by digital onboarding solutions, catering to the diverse needs of modern students, including international, online, and distance learners. Digital onboarding, encompassing information dissemination, socialisation, counselling, and self-study, has proven to be effective in promoting student retention, well-being, and academic success. By drawing parallels with workplace onboarding, this paper highlights the shared goals of fostering a sense of belonging, enhancing retention, and ensuring successful adjustment. Research demonstrates that comprehensive onboarding programs can significantly improve students' mental health, social support, and self-competence, ultimately contributing to their overall success.

The review by Schilling et. al (2002) underscores the necessity of employing multiple digital solutions to address varied onboarding needs. These interventions leverage telecommunications, learning management systems, virtual spaces, and applications to provide personalised, flexible, and efficient onboarding experiences. Understanding the learning behaviours of Generation Z and Generation Alpha, who prefer interactive and multimedia-rich content, is crucial for designing effective onboarding programs that engage and support students.

Beyond the practical implications of providing knowledge and social integration during a transition phase, onboarding may be instrumental in cultivating student wellbeing and, ultimately, student retention, diversity, and academic success (Newbery, 2018; Salazar, 2023; Schilling et.al 2022).

With the increased digitalisation of higher education, the focus will shift from coordinating teaching activities to developing competencies and individual educational plans. Embracing these changes will enable HEIs to better support students in their academic and personal growth, ensuring they are well-prepared for the demands of the digital age. This paper calls for continued exploration and improvement of digital onboarding solutions to enhance the student experience and promote academic achievement and personal well-being across diverse educational settings.

The distinct absence of mobile applications and apps for onboarding indicates an opportunity to offer solutions that are accessible to digitally fluent generations (Schilling et. al, 2022). The learning behaviours and mobile phone usage of Generation Z and Generation Alpha highlight the profound influence of digital technology on these cohorts. Effective digital onboarding that is personalised and technology-integrated, may be the most readily accessible solution to assist with the transition into the academic environment (Bharat, 2020). Embracing innovative teaching methods and understanding their unique generational characteristics may ensure their academic and professional success.

In Schilling et. al.'s (2002) review they posited that the transition from school to higher education can be challenging, with many incoming students experiencing increased stress due to the need to adapt to a new environment and lifestyle. The research referred to herein - that scratches only the surface of available data - indicates that new students face more health problems and lower well-being in their first year at a HEI compared to their earlier school life, and adjustment-related stress in first-year students is linked to high dropout rates. Applying an onboarding intervention that combines information and socialisation helps higher education institutions save time and costs while improving study retention and student success. This highlights the importance of support from academic institutions during the student induction period (Schilling et. al, 2022).

In the same way that organisations benefit from structured onboarding programs, educational institutions can greatly enhance student integration and success through similar strategies. Universities are encouraged to adopt built-for-purpose, engaging, and supportive digital onboarding processes that ensure students can smoothly transition into university life. Instilling in students a sense of belonging has the power of kickstarting a positive academic experience through increased academic performance and fortitude (Erickson & Wattieaux, 2022).

By leveraging technology and mobile applications, universities can create real-time, interactive, and rewarding onboarding experiences. Using a digital solution can also be used to motivate in-person gatherings and promote opportunities for tactile, non-digital activities.

A well-defined progress journey, extending beyond the initial weeks to encompass the entire student journey, is essential for fostering continuous engagement, satisfaction, and retention. The adoption of such structured and technology-driven onboarding programs is crucial for universities to stay competitive and meet evolving student expectations.

7. Disclosure, Self-Critique, and Practical Implications

7.1 Disclosure

This paper was written with the intention of supporting the notion that digital onboarding of students in higher education can be beneficial. It is in the interest of the creators of Hopscotch - an onboarding platform developed by Everyday Digital (Pty) Ltd - to seek positive reviews, and the opinions expressed herein may therefore be considered as bias in favour of promoting the use of digital onboarding methods. ChatGPT and Copilot were used for the purposes of extracting, translating, and/or rewriting some of the material referenced in this paper. In most cases, prompt outputs were then edited by the authors to match the writing tone (and to gratify humanity).

7.2 Self-Critique

With the aforementioned in mind, it must be noted that further reading on topics such as mobile device addiction, should be considered and explored. Another consideration that (although having been touched on by some of the referenced authors) was not referenced within the context of this paper is the potential health problems of high digital device engagement, e.g. vision, posture, focus, decreased mobility, device addiction (Danilova, 2023).

Digital onboarding does also present challenges in terms of dwindling social connectedness. There is a case to be made here for symbiotic engagement by promoting chat rooms and forums and introducing physical events where possible (Danilova, 2023).

7.3 Practical Implications

A case exist for interoperability to connect the multiple onboarding tools and methods employed by universities. Everyday Digital believes that Hopscotch is ideally suited to deliver such a solution by being able to effortlessly integrate with third party platforms and bringing together the multiple systems, solutions and digital spaces that are used and require sometimes cumbersome, isolated registration and usage.

8. Further Considerations

8.1 Measuring Retention & Success

When implementing digital onboarding solutions, it is pertinent to identify the parameters of success, i.e. what constitutes successful implementation (for example by measuring how well the onboarding was rated and what the engagement rate was), but also defining how this can be measured against long-term effects such as student retention, academic success, student satisfaction, and the effect on the academic institution's reputation.

8.2 Beyond onboarding

Although there has been a focus on digital onboarding (specifically first-year students, the possibility to utilise the solution/technology for ongoing communication and continuous learning should be explored as it provides many advantages for students and staff alike. Using the solution for onboarding of faculty staff, international students or exchange/semester students could also be explored further and may implicate expanded usage of platforms such as Hopscotch.

8.3 Remote learners

This paper has only referenced the onboarding of people in physical environments. A further study on the topic of digital onboarding may include remote students who are learning online, rather than on campus. Understanding the effects of digital onboarding for online students may reveal benefits not yet fully explored.

8.4 Strategic Content Development for Digital Onboarding

Although aspects of enabling socialisation and offering useful information dominate the content of onboarding, the aspects of counselling and self-study interventions tend to be underutilised. The authors identified the opportunity to develop these dimensions within the virtual and digital onboarding space. Thus, when developing digital onboarding content, all four dimensions should be explored in order to push the boundaries of what can be achieved (Schilling et. al, 2022).