A guest article by Cindy Darbandi
As a recent Design graduate from the OU’s School of Engineering and Innovation, I had the incredible opportunity to participate as a student speaker at the Advance HE Annual Teaching and Learning conference in Nottingham this July (2nd-4th). The theme resonated deeply: redefining higher education through new learning methods, the impact of technology like AI, and evolving employer needs.
However, it was the call for student experiences that truly drew me in. As an online learner, I’ve always wondered: how can universities foster a sense of belonging in a virtual world? My application reflected on my journey beyond the traditional student union experience, focusing on alternative ways to enhance learning and create value for students.
Meeting the other student panellists and discussing diverse viewpoints enriched the conference’s theme of student belonging. The multitude of research projects showcased from across the higher education sector offered a valuable learning experience, especially considering the OU’s online environment. Reflecting on these presentations, a realization struck me: the virtual learning experience at the OU can often feel isolating for many students.
The conference was a whirlwind of presentations and workshops. My favourite, from Queen Mary University London, presented a holistic framework for student life cycle, empowering students to co-create and evaluate their experiences. This project highlighted the impact of a supportive academic environment on retention, achievement, and overall well-being.
The student panel discussion, held on the final day, delved into crucial aspects of belonging in HE institutions:
- Creating a sense of belonging from day one
- Capturing the student voice through collaboration in curriculum activities, assessment development, and rewarding contributions.
- The full student life cycle approach to belonging
- Understanding neurodiversity and its impact on belonging
- Imposter syndrome as a barrier
- Student partnership and recreation and the value of consistent feedback
- Student-designed spaces
Sharing my own experiences – the OU’s Virtual Internship, Annual Design Show participation, and being a student researcher with eSTEeM – added an online learning perspective to the discussion. The fast-paced frugal, enlightening and challenging exchange captured the true spirit of the conference, further enhanced by using Padlet for live Q&A.
The launch of Advance HE’s Essential Frameworks for Enhancing Students’ Success resonated as well, with its transformative approach promising to unlock student potential through flexible, systematic methods.
Now, brimming with new contacts and knowledge, I’m left with a question: how can STEM faculty and students collaborate to address the unique challenges of fostering a sense of belonging within the OU’s online environment?
This is where you come in! Share your thoughts in the comments below – let’s work together to break down the barriers and build a stronger online community.
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