How does recording affect Creative Writing tutorials:-a first-year review

• Project Team: Natalie LewisDonall MacCathmhaoillEmma Claire SweeneyLania Knight
• Subject Discipline: Arts and Humanities
• Theme: Equality, diversity and inclusionMental health & wellbeingOnline and blended tuition
• Project Aim: Improves and enhance the learning experience of students
• Status: Complete
• Date: January 2024

This mixed-methods project evaluated the introduction of the recording of online tutorials on OU Level 2 module, Creative Writing. The project investigated specific concerns and considerations around tutorial attendance, student participation, and the pedagogy of Creative Writing workshops. It also considered the potential impact for students with disabilities and additional requirements, and the technological aspects of recording in the OU’s online tutorial software. 

The project found that:  

• · When offered a choice, students did not avoid recorded tutorials in favour of an unrecorded equivalent 
• · Tutorial attendance and participation were not negatively affected by the availability of tutorial recordings 
• · Students were overwhelmingly positive about the provision of recordings, which were accessed by an equivalent of nearly 80% of the cohort 
• · Recordings had a legacy value for students who had fallen behind in their studies 
• · Recordings were particularly valuable for students with work or family commitments and for those with disabilities, by improving the accessibility of tuition. 

The project addressed institutional priorities in enabling more students to achieve their study goals, improving and enhancing the learning experience of students, and promoting equality, diversity and inclusion. The project builds on existing OU scholarship of teaching projects concerning tuition attendance for students with anxiety and mental health disabilities.