{"id":10126,"date":"2024-11-28T08:00:00","date_gmt":"2024-11-28T08:00:00","guid":{"rendered":"https:\/\/blogs.sussex.ac.uk\/tel\/?p=10126"},"modified":"2024-11-28T08:51:15","modified_gmt":"2024-11-28T08:51:15","slug":"the-missing-piece-in-online-distance-learning-and-how-were-filling-it-at-sussex","status":"publish","type":"post","link":"https:\/\/blogs.sussex.ac.uk\/tel\/2024\/11\/28\/the-missing-piece-in-online-distance-learning-and-how-were-filling-it-at-sussex\/","title":{"rendered":"How My Online Learning Experience Has Inspired Me to Enhance Our Online Distance Learning (ODL) Student Experience"},"content":{"rendered":"\n

by Alice Taylor, Online Distance Learning Officer<\/strong><\/p>\n\n\n\n

I\u2019m involved in supporting Sussex\u2019s 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.<\/p>\n\n\n\n

\"A<\/a>
Students with modern devices studying online indoors (Adobe Stock)<\/em><\/figcaption><\/figure>\n\n\n\n

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.<\/p>\n\n\n\n

Honestly, I didn\u2019t feel like I came away with a lasting student experience.<\/p>\n\n\n\n

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.<\/p>\n\n\n\n

Engaging with peers and tutors<\/strong> <\/h3>\n\n\n\n

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\u2019t spark much interaction. I found myself wishing for a more dynamic, creative approach\u2014something like videos or ice-breaker activities. These are techniques we\u2019ve 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. <\/p>\n\n\n\n

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\u2014perhaps through optional group calls or post-session breakout rooms, where students could casually discuss what they learned or share insights. <\/p>\n\n\n\n

Discussion boards: opportunities and challenges<\/strong> <\/h3>\n\n\n\n

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. <\/p>\n\n\n\n

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. <\/p>\n\n\n\n

Supporting students beyond the classroom<\/strong> <\/h3>\n\n\n\n

Another key takeaway from my experience was how disconnected I felt once the course ended. I didn\u2019t 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\u2019s a real opportunity to create spaces for connection beyond the academic modules. <\/p>\n\n\n\n

I\u2019ve 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\u2019ve completed their course. I\u2019d 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\u2019s Alumni Relations Manager, who has agreed to mentor me as part of Sussex\u2019s Mentorship scheme. I\u2019m hoping that she will be able to offer me invaluable guidance that will support some of my ideas.  <\/p>\n\n\n\n

Inspired to innovate<\/strong> <\/h3>\n\n\n\n

Ultimately, my online learning experience has given me a fresh perspective on the challenges and opportunities in the student journey. I\u2019m excited to explore new ways to create meaningful connections, foster engagement, and offer more opportunities for social interaction in our ODL programmes.<\/p>\n\n\n\n

I\u2019m looking forward to working with our team and University partners to bring these ideas to life\u2014whether it\u2019s through new communications, engaging activities, or more opportunities for peer-to-peer connection. It\u2019s all about making the online learning experience at Sussex even better!<\/p>\n","protected":false},"excerpt":{"rendered":"

by Alice Taylor, Online Distance Learning Officer I\u2019m involved in supporting Sussex\u2019s 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…<\/span><\/p>\n

Read more ›<\/a><\/div>\n

<\/p>\n","protected":false},"author":426,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[193241,193239,97762],"tags":[],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/10126"}],"collection":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/users\/426"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/comments?post=10126"}],"version-history":[{"count":3,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/10126\/revisions"}],"predecessor-version":[{"id":10131,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/posts\/10126\/revisions\/10131"}],"wp:attachment":[{"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/media?parent=10126"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/categories?post=10126"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.sussex.ac.uk\/tel\/wp-json\/wp\/v2\/tags?post=10126"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}