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Supporting students

Assessment banking – useful break or deferred withdrawal? An investigation of the outcomes and experience for students who have assessment banked

  • Linda Robson

    • One of the options for students facing difficulties with their studies is to assessment bank their TMAs and take an extended break, with the intention of returning at the same point in the next presentation of their module.

    November 2017 to December 2022

    Developing a sense of community through cross‐level engagement between staff and students in creative industries subjects

  • Nicole Lotz

    • The overall project set out to pilot and evaluate innovative programme level blended engagement events that aim to create a community of learners across a qualification.

    November 2017 to June 2020

    Using Student Analytics with tutors to increase retention

  • Katie Chicot

    • Highly Commended at the 2nd eSTEeM Scholarship Projects of the Year Awards 2019 under the category - Enhancing the Student Experience.

    November 2017 to August 2018

    Analytics for tracking student engagement

  • Christine Gardner

    • Although there has been much research in the area of data analytics in recent years (e.g. Shum and Ferguson 2012), there are questions regarding which analytic methodologies can be most effective in informing higher education teaching and learning practices (Gibson and de Freitas, 2016).

    October 2017 to February 2021

    Active learning in synchronous online tuition: increasing student interaction

  • Katrine Rogers

    • Highly Commended at the 3rd eSTEeM Scholarship Projects of the Year Awards 2020 under the category – Enhancing the Student Experience.

    September 2017 to July 2019

    Wisdom from Groups

  • Simon Bell

    • The project themes can be set out in short hand as follows: Online group work. How we get better at it, the need to do more, providing students with experience, innovation in method and reaching out by means of a story set out in a graphic novel.

    October 2017 to March 2019

    Use of OULive recordings of `live mathematics’ and discussion forums on a level 3 Pure mathematics module in order to enable students to move to a growth mindset in maths and to add a social dimension to learning mathematics

  • Hayley RyderTC O'Neil

    • There is much research regarding students who struggle mathematically early (school, Y1 UG) but not for good students who `hit a wall’ at level 3. Some persevere while others drop-out.

    October 2017 to September 2024

    Online tutorial design: can we do better?

  • Linda MooreNicola McIntyre

    • Poor attendance at online synchronous tutorials has been an ongoing problem. One of the aims of the introduction of the group tuition policy was to address this problem by giving students more choice. Based on the evidence seen thus far, this has not resulted in better attendance and it has also

    June 2017 to December 2021

    Towards A Structured Process for Involving ALs in Module Tuition Strategy Design and Review

  • Ann Walshe

    • Following the introduction of the Group Tuition Policy (GTP) in 2016, Associate Lecturers (ALs) were given the opportunity in 2017 to feed back into a review of the newly created module tuition strategies. In the STEM Faculty a Toolkit was provided to support the review.

    May 2017 to January 2019

    Utilising the Teaching Tricky Topic process to Identify and Address Student Misunderstandings across Three OU Modules

  • Elizabeth FitzGeraldRob JanesElaine MooreJo Iacovides

    • In summary, this project aimed to create shared understandings of disciplinary misconceptions (Tricky Topics) in particular modules, and to create new ways of overcoming those misconceptions.

    May 2017 to January 2019

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