University Student Education Fellowship (USEF) Project Plan

Dr Megan Kime ()

University Student Education Fellowship (USEF) Project Plan

Background

As Director of Student Education, and Online Learning Specialist, in the Inter-Disciplinary Ethics Applied (IDEA) Centre I am responsible for two online distance learning (ODL) masters programmes: MA Applied and Professional Ethics (MA APE) and MA Biomedical & Health Care Ethics (MA B&HCE). These programmes are aimed at established professionals who would like to study part-time whilst working as part of their continuing professional development (CPD), and who often would be returning to study after some time out of formal education. As distance learning courses they attract a high proportion of international students.

My experience has indicated that this group of students often have particular support needs that differ, not only from UG students, but also from traditional PGT students (by traditional PGT students I mean those going on to postgraduate study immediately or shortly after graduating from UG study, and studying campus-based, full-time, before the start of their main career). For example, these non-traditional students require more assistance navigating central University services and processes such as admissions and registration, since they often do not fit the model of a typical student. These issues are compounded by the fact that these students are time-poor, since they are juggling study with their career and often with extensive personal commitments (as these students tend to be over 30, they are more likely to have families and caring responsibilities).

In 2012/13 I created the Prepare for Your Online Degree (PYOD) website, hosted within the Faculty of Arts website (run on JADU CMS). PYOD was intended to provide pre-registration support to successful applicants to IDEA ODL MA programmes. It was designed to help with some of the issues described above by providing tailored advice and guidance. It was developed with no budget and limited time, and has not yet been formally evaluated.

Skills@Library had already developed a website aimed at easing transition for PGT students - Step up to Masters (SUTM). However SUTM was developed primarily with traditional PGT students in mind and therefore did not meet the specific needs of the target students. Also, SUTM has not been developed further since 2012. Elements of SUTM were adapted for PYOD.

In 2013 I formed the Leeds Online Distance Learning Network with colleagues from across the University. This informal network aims to provide support and advice for all colleagues involved in the provision of ODL modules or programmes. Discussions within the group have made it clear that the specific needs identified on IDEA ODL programmes are common to ODL students across the University, and there has been significant interest expressed in a generic resource aimed at easing transition for these students. Discussion with other colleagues across the University has indicated that these support issues are shared by part-time PGT students in general, whether ODL or campus-based.

The University is now planning to increase the number of ODL programmes it offers, possibly in partnership with an external provider. Development of these is being overseen by the Digital Learning Team (DLT). Students on these new programmes, as well as on existing ODL programmes, will benefit from good quality induction and pre-registration resources to enable them to transition effectively to online study at postgraduate level.

Aims

The overall aim of this project is to aid the transition to postgraduate study for online distance learning (ODL) students. In practical terms this will involve the development of web based resources for students and good practice guidance for staff.

In particular, the project aims to:

1.  Improve our knowledge on the support needs of non-traditional taught postgraduate students (in particular part-time, professional, mature, international, distance and CPD);

2.  Evaluate current provision of transition support for new PGT students in these groups at the University;

3.  Develop resources which will aid the transition to postgraduate study for these groups of students, ensuring that they receive an experience that is of the same high quality as a campus-based student at Leeds.

4.  Disseminate good practice in relation to the support of non-traditional PGT students beyond the University.

Outcomes

The outcomes of the project will include:

•  Research output on the experience and support needs of non-traditional PGT students (including conference presentations and a report).

•  An interactive web-based resource aimed at non-traditional PGT students, providing support during transition to postgraduate study. The resource will be available to PGT students across the University and may include local content from Schools/Faculties.

•  Open Educational Resources (OERs) on study skills particularly important for non-traditional PGT students, including time management and motivation.

•  Good practice guides for staff developing new ODL programmes, which can be disseminated across the wider HE sector.

Benefit

In providing tailored support for ODL students the project will enable the University to achieve its strategic priorities for 2015/16[1], in particular:

·  “Develop a distinctive, flexible programme portfolio which is attractive to potential students and responsive to the needs of employers” and “Embed innovative and creative programme development that responds to international market opportunities, providing more flexible models of provision and award accreditation.” The project will enhance any new ODL programmes that are developed as part of this portfolio expansion.

·  “Continue to recruit and retain high-quality students from diverse backgrounds” Early intervention and a successful first experience is crucial to retention of ODL students. ODL programmes are a way to reach a more diverse range of students.

·  “Define and implement sustainable support for digital learning.” The project will include good practice guidance for staff in support of good quality digital and distance learning.

·  “To ensure that our campus offers an exceptional student experience, providing leading-edge facilities for education, research and working with partners.” For ODL students who are not present in Leeds, the VLE and surrounding online resources are effectively their campus. This project aims to ensure that their experience of arriving at the virtual campus is positive and welcoming, and that they can access the wide range of online services and facilities.

Methodology

A Project Steering Group will be established, with membership drawn from relevant partners across the University, including the ODL network, Digital Learning Team, Induction and Transitions Working Group, Student Education Service, Language Centre and Lifelong Learning Centre.

A student project worker will be appointed through LUU JobLink. They will carry out questionnaires and focus groups with existing students to obtain feedback on current support available, and to assess their support needs. This research will be supplemented by desk-based research into educational literature on effective support methods for ODL students, and an audit of current resources available at the University.

The outcomes of this research will be used to design and develop an interactive online resource, (drawing on OERs and existing resources where possible). This will be rolled out in a two stage process, allowing for interim evaluation and improvement after the pilot phase.

Building on this, the project leader will develop good practice guidance for staff and models for induction activities which can be repurposed on other ODL programmes. Resources developed will alos be available as OERs where possible.

Timeline

Existing resources will be improved and built upon in the first instance to ensure that a resource is ready for induction at the start of the 2016/17 academic year. This will then be evaluated and improved for the 2017/18 academic year, allowing for final evaluation and dissemination of the project in 2018, as well as development of a plan for longer term sustainability.

2016 / 2017 / 2018
J / F / M / A / M / J / J / A / S / O / N / D / J / F / M / A / M / J / J / A / S / O / N / D / J / F / M / A / M / J / J / A / S / O / N / D
Appoint student project worker
Establish steering group / Develop good practice guidance / Develop plan for long term sustainability
Audit and evaluate current resources / Evaluate pilot / Evaluate new resources
Design new resources / Improve new resources in response to feedback
Develop new resources
Pilot use of new resources / Full roll out of new resources
Initial dissemination / Final dissemination

Dissemination

Dissemination will include:

•  Internal events, such as the University of Leeds Student Education Conference, and through internal publications such as the Student Education Bulletin and Casebook.

•  Presentations at national and international student education conferences such as HEA Annual Conference http://www.heacademy.ac.uk/annual-conference

•  Publication of OERs

Evaluation

The online resources will be evaluated through user surveys and focus group feedback, as well as traffic and usage data. OERs will be evaluated through user feedback and usage data.

Contribution to School, Faculty and University

I will be happy to support the USEF scheme going forward through mentoring and other activity. I’ve already produced a video for the USEF online application guidance site.

Through the ODL network I will continue to support colleagues developing new distance learning programmes, and to share good practice in relation to the induction of new students. This will cohere well with the work of the Induction and Transitions Working Group.

[1] https://strategy.leeds.ac.uk/downloads/strategic_plan2015.pdf