Creating online, inclusive spaces for learning: ‘Study Together’ with the personal learning advice service

Authors

DOI:

https://doi.org/10.47408/jldhe.vi32.1406

Keywords:

online, inclusive, coaching, group work

Abstract

There is a wealth of scholarship on the benefits of synchronous writing sessions for staff and students in higher education (Kornhaber et al., 2016; Eardley et al., 2021; Morley and Aston, 2023). In the Personal Learning Advice (PLA) Service at the Open University UK (OU), we developed bespoke, online study spaces for students from groups currently underrepresented in higher education – known as ‘Study Together’ sessions. The sessions prioritise students from minoritised ethnic groups, students with disabilities, and students with mental health needs who are at risk of poorer study outcomes. This presentation charted the development of Study Together in response to student feedback and evaluation and sought to show the value of ‘targeted’ invitations to engage students with spaces for learning development. Our presentation began by outlining the rationale for a 2022-23 Study Together pilot and its impact on community and belonging for students with mental health declarations (Lavery et al., 2023). We shared our approach to hosting Study Together and the techniques used to create an inclusive, productive study space; we showed how these approaches allowed us to incorporate timed study bursts and reflective practice, building positive study habits among students. Finally, we presented findings from the evaluation of Study Together in 2023-24 and situated this within the wider literature on the benefits of virtual communities of practice for learning. Our presentation spoke directly to the ALDcon24 theme ‘Building inclusive learning development spaces’ and invited delegates to consider the place of virtual, guided study spaces in their own practice.

Author Biographies

Janet Lindley, The Open University

Janet Lindley is a coach in the Personal Learning Advice Service at the Open University and has been with the team since it launched in January 2021. She offers one-to-one coaching and mentoring, group workshops and developed Study Together for students to put study skills into practice. She trained as a career coach, completing the postgraduate diploma in Career Management and Coaching at Birkbeck, University of London and is a registered career development professional of the Career Development Institute. She has a strong interest in coaching approaches that support social justice, in particular recognising the impact of wider networks and systems on an individual.

Mary-Jayne Wilton, The Open University

Mary-Jayne Wilton is a coach/mentor in the OU Personal Learning Advice Service. Her role involves working to achieve equitable outcomes for students from backgrounds currently underrepresented at universities in the UK by offering one-to-one sessions and group workshops designed to engage, support and empower. Areas of particular interest are anti-oppressive and inclusive practice and finding ways to diversify our community of practice as learning developers with new perspectives, ideas and stories. She has previously worked in HE and the voluntary sector in learning and development and advice and guidance practitioner roles.

References

Eardley, A.F., Banister, E. and Fletcher, M. (2021) ‘Can academic writing retreats function as wellbeing interventions?’, Journal of Further and Higher Education, 45(2), pp.183-196. Available at: https://doi.org/10.1080/0309877X.2020.1744542

Kornhaber, R., Cross, M., Betihavas, V. and Bridgman, H. (2016) ‘The benefits and challenges of academic writing retreats: an integrative review’, Higher Education Research and Development, 35(6), pp.1210-1227. Available at: https://doi.org/10.1080/07294360.2016.1144572

Lavery, H., Kinch, D.P. and Hillman, J. (2023) ‘Do live writing/study sessions for at-risk students, in an online, distance learning environment, demonstrate the same benefits documented for face-to-face shared writing events?’, Ubiquity Proceedings, 3(1), pp.83-90. Available at: https://doi.org/10.5334/uproc.72

Morley, C. and Aston, S. (2023) ‘Overcoming isolation with community based digital writing initiatives’, Journal of University Teaching and Learning Practice, 20(2). Available at: https://doi.org/10.53761/1.20.02.03

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Published

31-10-2024

How to Cite

Lindley, J. and Wilton, M.-J. (2024) “Creating online, inclusive spaces for learning: ‘Study Together’ with the personal learning advice service”, Journal of Learning Development in Higher Education, (32). doi: 10.47408/jldhe.vi32.1406.

Issue

No. 32 (2024): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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