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

Doctoral Training Partnerships: review of postgraduate researcher experience

Doctoral Training Partnerships: a work-in-progress review of the postgraduate researcher experience

Rebekah Smith McGloin

Abstract

Recent changes in research council policy and postgraduate funding have seen the beginnings of a fundamental reconfiguration in how some PhD students are recruited and trained. This report is a work-in-progress review of early student evaluation data from a single doctoral training partnership (DTP) within this new doctoral training landscape. It gives a broad overview of historical and contemporary challenges in researcher development before summarising the results of evaluation data from the first year of the BBSRC DTP. It goes on to discuss how these preliminary findings might be followed up and what they might hint at in terms of the model’s potential to influence researcher development in the future.

Keywords

Researcher development; Student experience; Doctoral training

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References

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DOI: http://dx.doi.org/10.14234/elehe.v5i1.70

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

"We always come here" : investigating the social in social learning

Chris Powis

Abstract

This paper investigates student choices around the 'Third Space' for learning; that which is not either a teaching space or a private space. In mapping the use of such spaces around the University of Northampton's campuses and through the use of semi-structured interviews with students as they use the spaces it constructs a model to help understand why students choose a particular space to work in and influence decisions in the deliberate creation of such spaces in future.

The research shows four, often overlapping, influences on student choice of space; resources, environment, social and emotional. That resource rich spaces that allow social interaction and learning to take place in attractive environments are popular should not be surprising but it is the emotional response to space that is of particular interest. Space attachment theory has usually centred on home or places with religious or national symbolism. This paper identifies an element of emotional resonance to areas of the university campus, especially the library, that will warrant further research.

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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