by Alice Taylor, Online Distance Learning Officer

I’m involved in supporting Sussex’s Online Distance Learning (ODL) students from their enrolment right through to graduation, but my own recent experience of studying an online course gave me a new perspective. Our students are enrolled on full Master’s courses (twelve modules), PgDips (eight modules) or PgCerts (four modules). The duration of my unaccredited course was seven weeks; the same length as an individual ODL module, so I was able to gain a new appreciation for the pace of online learning and the challenges our students face.

My course consisted of live webinars, pre- and post-session activities, discussion boards, and a bank of additional resources. Because of the short duration of my course, the learning content took precedent and there was little time to seek out extra-curricular material or to engage with peers.

Honestly, I didn’t feel like I came away with a lasting student experience.

Online distance learning is, of course, inherently shaped by its mode of study, but I began to wonder whether more could be done to realise its potential and offer a student experience that fully capitalises on its unique strengths.

Engaging with peers and tutors 

My course was set up so that we had access to the Virtual Learning Environment (VLE) a week before it began. We were able to get familiar with the site, read the course outline and watch a video introduction from the tutor. We were also asked to introduce ourselves to the group via an introductions forum. While this was helpful, it didn’t spark much interaction. I found myself wishing for a more dynamic, creative approach—something like videos or ice-breaker activities. These are techniques we’ve used in some of our online offerings at Sussex, as well as in our team meetings, and I think they really help participants feel more connected. 

Given that most of our ODL courses include only one live session per week, opportunities for organic, spontaneous conversation are limited. I have started thinking about ways we could replicate those “before class” or “after class” moments—perhaps through optional group calls or post-session breakout rooms, where students could casually discuss what they learned or share insights. 

Discussion boards: opportunities and challenges 

In my course, we had weekly activities to complete via discussion boards and were encouraged to comment on each other’s posts. I felt anxious about posting answers visible to everyone, worrying they might resemble other responses and seem to have been copied. This made me think about how we can foster more comfortable, productive exchanges on our own discussion boards at Sussex. 

Our students often engage with each other through the VLE, but because some modules can have hundreds of students, this can feel impersonal. A more tailored, supportive space for peer-to-peer interaction could make a real difference. 

Supporting students beyond the classroom 

Another key takeaway from my experience was how disconnected I felt once the course ended. I didn’t have much opportunity to build long-term relationships or to participate in extracurricular activities. At Sussex, our students have the benefit of a much longer journey, and there’s a real opportunity to create spaces for connection beyond the academic modules. 

I’ve been considering ways to keep students engaged during study breaks or after graduation. A newsletter specifically for online learners could keep students connected with the wider University community, during breaks in study or after they’ve completed their course. I’d like to explore creating a Graduate & Alumni section on our Student Support Site, where students can share updates and stay in touch post-graduation. I recently met with the University’s Alumni Relations Manager, who has agreed to mentor me as part of Sussex’s Mentorship scheme. I’m hoping that she will be able to offer me invaluable guidance that will support some of my ideas.  

Inspired to innovate 

Ultimately, my online learning experience has given me a fresh perspective on the challenges and opportunities in the student journey. I’m excited to explore new ways to create meaningful connections, foster engagement, and offer more opportunities for social interaction in our ODL programmes.

I’m looking forward to working with our team and University partners to bring these ideas to life—whether it’s through new communications, engaging activities, or more opportunities for peer-to-peer connection. It’s all about making the online learning experience at Sussex even better!