Queen Margaret University
MSc in Professional and Higher Education
This case study is from a completely online postgraduate programme for teaching professionals who may be based anywhere in the world. Key to creating a sense of belonging on this programme has been the high levels of interactivity that are built into all parts of the programme, beginning with an induction module that all students complete prior to enrolment. Students work in pairs and in groups to complete learning tasks as part of all of their modules, all of which can contribute to portfolio summative assessments.
Contributors: Dr Susi Peacock and Dr Lindesay Irvine
3. Induction and orientation
There is a standalone induction module which is available to students in as soon as they are accepted on the programme. It covers three main areas:
- Studying online
- Study at Masters levels
- Sources of support
The module is highly interactive and students are required to undertake the kinds of activities that they will experience in their modules. As the module is non-credit-bearing, this allows them to play around with the technology, and become familiar with the online space before it starts ‘mattering’. As a result they hopefully begin to view technology as an enabler rather than a barrier to learning.
The beginning of the module is focused on establishing a trusting, supportive and fun learning space based on unconditional positive regard. There are videos of the teaching team introducing themselves which are deliberately ‘low tech’ and informal. An introductory activity then asks students to introduce themselves on the discussion board and put up a photo of themselves too, if they feel comfortable with this. There is also signposting to where students can get support and additional support resources such as videos of previous learners giving hints and tips and guides on netiquette etc. Tutors are present within the module at all points (even over the summer) to interact with students in the online space.
To get students familiar with the experience of studying online the module also contains ‘learning’ activities e.g. directing them to view resources such as videos or online journal articles and then asking them to engage with discussions tools. This gets students to use the technology way in advance of the programme starting, takes away some of the anxiety that may be associated with online study, and really prepares students to get going when the programme starts.
The asynchronous content described above is complemented with scheduled synchronous sessions using the online virtual classroom (Collaborate). These scheduled sessions are led by the tutors. There is also an ‘open’ Collaborate room which staff are not present in, but which provides an online space for students to meet each other synchonously.