Improving equity of experience in distance education for students with challenges accessing online learning environments

There is a legal requirement (Equality Act, 2010) to provide students who have declared disabilities with reasonable adjustments which address their learning needs. An Advance HE report on making reasonable adjustments (Falsinger & Bryford, 2010) recommends including ‘resources available’. Reading on screen can lead to difficulties focusing, e.g., when reading through text interspersed with images and links (Habib et al., 2012). This can also mean studying takes longer, which itself can be a barrier due to the impact on workloads and can negatively affect quality of life leading to stress and anxiety (Lambert & Dryer, 2018). Accessibility can be improved for students with barriers to studying online-only materials through producing printed versions of the materials (“print packs”). Typically, print packs improve accessibility for students with a range of declared disabilities (e.g., sight conditions; chronic migraine; chronic physical pain or fatigue). This research evaluates the use, utility, and efficacy of print packs as a reasonable adjustment to some disabled students and students in secure environments (SiSE) on Earth and Environmental Science modules. We investigated (2021/22) how students used print packs and the problems and benefits associated with them, through scrutiny of institutional data, a student survey, and focus groups with Associate Lecturers tutoring the students, and student support staff. Institutional data for a large, year 1 science module over 2 presentations revealed higher submission rates and performance among SiSE using print packs compared with the whole module cohort; however, the same metrics were lower than the whole cohort for students using print packs as an adjustment for a disability. An online survey of students using print packs (13 responses / 43, 30%) highlighted that the majority use them for over half their study time. Comments revealed students blended study of the printed materials with shorter periods of access to interactive online content and synchronous / asynchronous tuition. 23% reported having received advice on how to make best use of print packs

Exploring student perceptions of employability skills development using radar charts in first year science

Development of employability skills is globally expected in undergraduate students; this is frequently approached through Personal Development Planning (PDP). However, science graduates are often reported as lacking the skills necessary for graduate employment. An online distance learning first-year science module required students to use radar charts for PDP in each assessment. An online questionnaire evaluated students’ perceptions of their employability skills development, and the efficacy of radar charts as a means of recording this. The questionnaire was sent to 636 students and 115 responded; this report is a thematic analysis of the open text questions. Students recognised development of several employability skills, though some found difficulty due to lack of self-confidence and challenges participating in asynchronous group work. A proportion of students found radar charts easy to use, though the majority used them to gain marks. Students found benchmarking their skills at module start challenging, and would benefit from more support with this, as well as the option to use other means of recording PDP

Outcomes from elective colorectal cancer surgery during the SARS-CoV-2 pandemic

This study aimed to describe the change in surgical practice and the impact of SARS-CoV-2 on mortality after surgical resection of colorectal cancer during the initial phases of the SARS-CoV-2 pandemic

Sharing good practice and encouraging community cohesion online: a programme of tutor-led online events for Open University tutors

This study explored the extent to which distance learning tutors found sharing practice through participating in a tutor-led online programme of online events helped them to develop as practitioners and hence support students more effectively. The regular online sessions, delivered by tutors for tutors, was a staff development initiative introduced at the Open University (OU) to (i) provide tutors with opportunities to share good practice with a view to improving their online interactions with students, and (ii) help nurture a sense of community, providing a supportive situated learning environment which fosters peer support and in which tutors can share ideas and concerns. Quantitative and qualitative analysis of feedback obtained through surveys demonstrated the programme succeeded in providing opportunities for distance learning tutors to share good practice in a friendly supportive environment, hence relieving some of the isolation they feel. Moreover, it helped nurture community cohesion. Similar programmes could help strengthen tutor communities and provide valuable opportunities for sharing concerns and good practice in any institution where tutors feel isolated. Examples might include institutions where much tuition is delivered online, where staff are located on different sites or where many staff have insecure contracts and therefore building community spirit is likely to be challenging

Emotion regulation, coping and alcohol use as moderators in the relationship between non-suicidal self-injury and psychological distress

Non-suicidal self-injury is a risk factor for more severe self-injury and later suicide, yet is relatively under-researched in non-clinical populations. In order to prevent more severe self-injury and later suicide, understanding of non-suicidal self-injury is imperative. This study aimed to examine whether coping skills, emotion regulation and alcohol use moderate the relationship between psychological distress and non-suicidal self-injury. Two hundred eighty-nine young adults completed self-report questionnaires assessing the variables of interest. Of the sample, 47.4% reported a history of non-suicidal self-injury. Adaptive coping strategies protected those who were psychologically distressed from severe self-injury. However for those who reported greater distress, this protective effect was negated by heavy alcohol use. Coping skills training may serve to protect young people from self-injury, although those who are severely distressed may also benefit from strategies to limit alcohol use