Sharing tutorial slides before online events: an evaluation of current practice and perceived benefits and barriers

Project leader(s): Jenny DuckworthJennie BellamyHarriet Marshall
Theme: Access, Participation and Success
Faculty: STEM
Status: Archived
Dates: June 2023 to February 2025

Access to slides in advance of online tutorials is thought to benefit many learners. However, prior to this project, there was no consistent practice or guidance around making slides available in advance within the School of Environment, Earth and Ecosystem Sciences (EEES), and practice at Faculty and University level was not fully known.

This project therefore aimed to gather information on current Associate Lecturer (AL) slide sharing practice and student use of slides, together with student and AL perceptions of the benefits of and barriers to accessing slides in advance of tutorials. The project focused on three modules in the School of EEES at Stages 1 (S112 - Science: concepts and practice), 2 (S(XF)206 - Environmental science) and 3 (SDT306 - Environment: responding to change).

The project analysed tutor group/cluster forum data on slide availability and University data on when slides were accessed from 22J (October 2022). Two online surveys of tutors/students, and a focus group discussion with the SST (Student Support Team) were then carried out during 23J (October 2023). This evidence was summarised quantitatively and analysed qualitatively using thematic analysis, with the findings used to develop recommendations on good practice around slide sharing.

The results showed that current practice in slide sharing varies across the three modules investigated, with differences possibly reflecting guidance from module teams. Download data showed that slides made available before cluster events were downloaded the most, particularly for tutorials later in the module. Students continued to download slides for several weeks after the event, suggesting they may be using them as a study resource.

ALs mostly shared slides via the relevant forums but some shared them via email. Over 60 percent of ALs who responded to the survey stated that they shared slides in advance of tutorials, with several doing this in response to requests by students or the module team. Tutor concerns focused on advance slide sharing affecting tutorial attendance, the additional time needed to prepare and post slides, and resolving issues around large file sizes for posting to forums.

Most students surveyed agreed that they find slides shared in advance useful, and used them to prepare for learning events, help to reduce anxiety around attending and allow them to make use of assistive technology. Sixty percent of student respondents said having the slides in advance would make no difference to their attendance at learning events, whilst 14 percent said it would make them more likely to attend. This contrasts with the AL concerns around slide sharing and lower attendance.

The focus group discussion was centred around the theme of students knowing in advance what will come up and linking this to reducing anxiety and increasing preparedness. There was also discussion around the value of consistency across the university and/or between modules within a discipline area.

The project findings therefore make it clear that students benefit from and do not appear to be put off attending tutorials by having access to slides in advance. By taking opportunities to discuss the project findings with colleagues within EEES and more widely in the OU community, it is hoped that as advance slide sharing becomes the norm, all students will benefit from being able to access slides in advance. More consistent practice across modules would help to support student learning, through making it easier to know when and where slides will be available. Clear consistent guidance from module teams about when and how to share slides will support tutors with their time management.