Here in the Department
of Social Policy and Social Work at the University of York we have been
developing and delivering wholly online postgraduate programmes of study for
public service practitioners since 2003.
As demand for online learning grows, and with many
institutions now embarking on offering study choices of this kind, it may be a
good moment to reflect on what we have learned about delivering an effective online
programme, from the student’s point of view.
Based on our experience and on wider research, the following
factors appear to be of key importance:
Programme design that
balances flexibility with structure
For many people the flexibility that online study offers is
one of the major reasons for embarking on this mode of study. Our experience
suggests, however, that this flexibility needs to be balanced with an explicit
structure which provides participants with a clear route-map, both in respect
of their programme as a whole and their week by week activity. Our students are
all in demanding roles in the workplace, and so it is very important that there
is a policy of ‘no surprises’, and that activities, deadlines and expectations
are all clear. A mix of structure, clarity and flexibility enables students to
plot a way forward to a successful conclusion.
Flexibility is also important in terms of modes of
communication. Students can choose to contact their tutor and personal
supervisor by email, phone or Skype – according to their preferred style and
what they wish to discuss, so that they get the most from the encounter. The
weekly tutor-led group discussions are conducted ‘a-synchronously’, which means
that students never have to be online at the same time as each other.
A sense of community
When students are studying at a distance, often in
widely-dispersed locations, it’s important that their studies are designed to
enable and embed a sense of community. Research suggests that this brings three
key benefits, from the student’s point of view:
- First, many of our
students are looking for opportunities, through their studies, to share
and compare experiences with other practitioners who are working in
different contexts but with similar public service motivations. It’s
therefore very important that opportunities for interaction and mutual
learning are built in throughout the programme. As one of our alumni put
it: “I
expected that my study time would be rather solitary. In actual fact, the
weekly online discussions gave a great deal of staff-student and
student-student interaction. A great benefit of the course was that many
of the students were mid-career people from around the world and were able
to draw on a wide range of experience in topic discussions. It was a
privilege to hear their experiences being shared in a confidential and
supportive environment.”
- Secondly, research
suggests that this kind of mutual learning and enquiry fosters deeper
learning, as it helps students to acquire a more rounded and advanced understanding
of complex topics.
- Thirdly, a sense of community
also provides for social cohesion and helps to sustain motivation. Distance
learning requires considerable commitment, especially when it is being
undertaken concurrently with a demanding professional role, and so the
importance of this social ‘glue’ can’t be overstated.
Tutor ‘presence’
The role of the tutor is closely linked to the previous
factor, as research repeatedly demonstrates the important
role in online learning of tutor ‘presence’, and the impact that this has on developing
trust, enabling learning and sustaining the all-important sense of community. In
practice, and as demonstrated in our own research, ‘tutor presence’ means that
tutors are available and present within the virtual learning environment; that
they actively lead and facilitate the learning process; that they support
individual learners and the group as a whole; and that they are responsive and
‘visible’.
It’s been observed that online tutors act as teachers,
designers and counsellors, and our experience bears this out.
Joined up
communication
Both of the previous factors involve effective
communication, and this comes to the fore in this next factor, which concerns a
holistic approach to managing communication with students and building
relationships with them.
Typically, organisational structures in universities often separate
the ‘academic’ from the ‘administrative’, but our experience has been that a
holistic approach is needed, with the student and their experience at the
centre. In practice, this means using a team-based approach, so that plans can
be drawn up and information shared between all those who are involved in the
delivery of the programme. This approach also ensures that processes are well
thought out from the student’s point of view. Handled this way, administrative
staff also become an important part of building and maintaining relationships
with students.
Communications also need to be ‘joined up’ with the
university more widely, so that university-level services, be they careers or
welfare-related, are all accessible and meaningful for online students. At
York, we have recently established an online
college where students can connect and learn about all the support
available from the University for their studies and beyond, into life after
graduation.
Invisible technology
It’s important from the student’s point of view that the
technology which supports the programme is accessible, easy to use and
intuitive. It also needs to be designed with the needs of the students in mind.
In our case, that means ensuring that the virtual learning environment, and all
the material in it, can be readily accessed even by students in very remote
locations. Above all though, the technology should be ‘invisible’; while it’s a
key enabler, it isn’t an end in itself, and should quickly become so taken for
granted that students don’t have to think about it.
Making the most of
the benefits of online learning
Finally, designing effective online learning involves
recognising the distinctive advantages that this mode of study brings, and
making the most of them:
Collaborative learning. One key advantage is the opportunity that
online study brings for collaborative learning within an international network
of peers. This underlines the importance of building in the kind of mutual
enquiry and learning mentioned above, and this again points to the central
theme of ‘community’.
Reflection and ongoing debate. The fact that discussion takes place
through a-synchronous, week-long discussion forums means that there are much
greater opportunities for reflection and ongoing debate than in real-time
classrooms which prioritise immediate responses. This emphasis on reflection
and debate is very appropriate and useful for the professional development
objectives that most online programmes share.
Simultaneous immersion in study and work. This mode of study also
brings a benefit that has perhaps been less well-recognised in the discourse
about online learning: the opportunity for simultaneous and ongoing immersion
in study and work. Unlike courses that take place at a distance from the
workplace, in terms of both location and time, online study joins the two, and
so learning and insights can be immediately applied. Our research into the ‘simultaneous
immersion’ that online study makes possible identifies clear benefits for
professional development which go well beyond the actual period of study.
This final point indicates a common factor across all of
those noted above: the importance of
thinking programme design through from the perspective of the student. In terms
of content, tutoring, learning outcomes and communications, the students’ needs
should drive the programme design.
Ellen Roberts - Director of the Online MA programmes in Public Policy and Management
Ellen Roberts - Director of the Online MA programmes in Public Policy and Management
For more information about our programmes, or to enquire
about applying for entry in September 2017, please see our web pages here, or contact spsw-online@york.ac.uk
