Supporting students

This proposal outlines plans to evaluate the impact of a ‘Learn 1’ VLE currently being developed as part of the AOCcI-supported project Skills for Success: Access and Beyond. The VLE will host resources to support STEM Access students (Y/XFT033) in developing and consolidating maths and

Focusing on OU students studying environment-related modules, this pilot study will investigate how community engagement can act as an empowering intervention for all students, particularly for those facing eco-anxiety. 

This project aims to evaluate how current instructional methods on two statistics modules M140 (Introducing Statistics) and M248 (Analysing data) meet the learning needs and preferences of a diverse student population.

The Engineering degree’s capstone module, The Engineering Project (T452), is core to achieving compliance with UK-SPEC, achieving accreditation with the professional institutions, and as such shares many features with project modules elsewhere.  However, in the distance learning context, stu

The aim of this project is to design and implement a detailed visual, interactive map of the learning pathway in S209 (Earth Science) that students will be able to access for the duration of the module.  Not only will this map provide an accessible overview of the module content, it will als

An outcome of our previous work investigating the reasons behind passive withdrawals on a Stage 1 introductory science module identified that some students receive large numbers of diverse email communications from across the University. This project investigates whether these communications

Students currently have little continuity of contact with their allocated tutors on the different modules throughout their qualification. Currently student retention on Q71 Health Sciences is concerning.

With ever increasing focus on the need to support progression in our diverse student body, we are seeking to identify the most important skills gaps that present challenges to students on environmental and Earth science modules in EEES as they move from stage 1 to stage 2 and from stage 2 to stag

Student retention and continuation are key drivers for this project. They are also key focus areas for the University.

Self-efficacy is an individual’s belief that they can successfully complete a particular task. Self-efficacy has been shown to be strongly predictive of performance and retention. Current studies are largely cross-sectional and do not explore how self-efficacy changes throughout a module.