Capturing Distance (Online) Learner Experience

Out of Sight, Out of Mind: Capturing the Distance (Online) Learner Experience

Rachel Fitzgerald, Paul Corazzo

Abstract

This work in progress paper presents the findings of a small scale study conducted to gain insight into the ‘distance learner’ experience at a higher education institution. The study was undertaken in support of a wider project to improve and enhance online learning. Primary research was undertaken by an undergraduate student who conducted virtual focus groups with currently enrolled students using face to face video technology. This report documents the method and limitations of undertaking the research and summarises participants’ thoughts. Initial outcomes from the study suggest that students are generally content with learning and teaching online, but experience frustration with aspects of administration and course material signposting. Participants make a number of recommendations for overall improvement and this report concludes with plans for going forward and embedding their ideas into the wider project and developing opportunities for further student input to their learning.

Keywords

Online learning; distance learning; student experience; online focus groups; student voice.

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References

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.76

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

student voice to enhance the teaching of undergraduate courses with high failure rates

Using the student voice to enhance the teaching of undergraduate courses with high failure rates

Erik Blair

Abstract

Whilst it is likely that some students will fail a course, it is important for universities to determine whether such failure is a personal outcome or whether there are aspects of the course that could be more conducive to student learning. In adopting a student-centred approach, this research analysed data drawn from student evaluation questionnaires (SEQs) in order to establish how students thought the teaching of undergraduate courses with high failure rates could be improved. Many higher education institutions use SEQs as tools for gathering data on the teaching and learning experience, but the emphasis here is on how such data can be used. Content analysis was used to map the SEQs of students enrolled on 19 courses with high failure rates against a baseline developed from the SEQs of students enrolled on 19 courses with low failure rates. This paper examines these responses and makes five recommendations specifically aimed at improving undergraduate courses with high failure rates.

Keywords

student evaluation questionnaires; student voice; failure rates

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References

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.62 The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Improving the provision of pre-arrival information and support to international students via the use of online resources

Shelley Webster


Abstract
Rapid growth in international students studying in the UK has resulted in focus being placed upon the international student experience at all stages of the academic cycle. Particularly relevant is the pre-arrival stage, where the increased number of students from different countries means it is hard to provide comprehensive pre-arrival support to all new students. Traditional in-country pre-departure briefings are no longer financially or logistically viable and do not provide adequate support to all. This project aimed to develop a new approach to pre-arrival support, in the form of an ‘online pre-departure briefing’. This would utilise both social and multi-media resources and could be adapted to work in other institutions. Measures were identified for gauging the success of the project, including data analysis, student feedback and student participation and the data was used to identify areas of strength and weakness and make recommendations for further improvements to either the current or adapted models.

link: http://journals.northampton.ac.uk/index.php/elehe/article/view/31


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Collaborative practice in practice in enhancing the first year experience in Higher Education

Eunice Lumsden, Heather Mcbryde-Wilding, Hannah Rose

Abstract

Transition into higher education presents challenges for students, whatever their age or previous educational history. One issue emerging on an English undergraduate programme was how to support students who self reported educational histories of continual formative feedback, model answers, revision guides and limited use of the library. This paper reports findings from an action research project which considered whether there was a mismatch between students’ previous educational histories and the academic expectations of the university. Findings indicated that academic expectations did not fully take account of the previous experience of students, which included continual formative support with assessments, model answers and revision guides. Students responses indicated limited previous guidance on how to search on the internet and libraries were rarely used prior to starting university. Transitional scaffolding was positively evaluated, students reporting greater confidence levels in accessing appropriate resources, high levels of student completion, retention and satisfaction.

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The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Special edition on internationalisation

This special edition showcases seven articles on aspects of internationalising the student experience. Each article was originally a final assessed report from participants in the University of Northampton's innovative Postgraduate Certificate in Enhancing the International Student Experience.

To see all the articles in this edition go to http://journals.northampton.ac.uk/index.php/elehe/issue/view/3

ISSN: 2041-3122

The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index

Focus and Scope

The experience of learners in Higher Education has changed greatly in recent years, reflecting significant shifts in participation rates, diversity, delivery patterns, progression opportunities, and flexibilities afforded by technology. However, the learner experience, as articulated through the student voice, remains under-researched. 

Enhancing the Learner Experience in Higher Education is a new, international, peer-reviewed academic e-journal published twice yearly, enthusiastically addressing the challenge of enhancing learning in Higher Education. The journal seeks to explore innovations which impact on student learning, and to share effective practice across different contexts. It aims to enhance the student experience of learning by an engaged commitment to the student voice. Enhancing the Learner Experience in Higher Education thus has a unique mission. It aims to bring together a developing body of pedagogic research investigating the theories and practices associated with learning opportunities (in their broadest interpretation) in HE, with an emerging interest in the learner experience as elicited through the student voice.

Enhancing the Learner Experience in Higher Education seeks to galvanise interest in the field of HE learning, and act as a catalyst and stimulus for further research and dissemination. It seeks to provide a learned forum through which those interested in all aspects of learning and teaching, academic development and study support in HE can debate emerging issues as institutions confront the challenge of more students, studying more flexibly, in managerialist and performative environments. It will be a platform for new authors as well as established ones. It will reflect a participatory paradigm in which the perspectives and understandings of HE students are elicited in order to examine and enhance learning.

The journal is interdisciplinary in scope. It welcomes a diverse range of articles, drawing on a variety of critical, comparative and reflective approaches responding to key agendas in Higher Education. Committed to evidence-informed practice, it will also encourage the setting of new agendas where the student experience can be enhanced.


The Journal Enhancing the Learner Experience in Higher Education can be found at: http://journals.northampton.ac.uk/index.php/elehe/index