Supporting students

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.

The purpose of this project is to explore students’ emotion regulation practices while studying online. Specifically, this study will investigate how and why students manage their own emotions, as well as examine whether they try to influence their peers' emotions in these learning settings.

The aim of this project is to improve students’ engagement with maths exercise through the gamification of existing practice quizzes. The specific context is T192 (the first module in the Engineering Qualification) which already features weekly maths practice quizzes.

The project seeks to extend earlier investigations into the factors that enable students to do themselves justice in remote online exams in physics and related subjects, by encouraging them to attempt the exam in the first place and to complete a reasonable number of questions to an appropriate l

At the moment M269 students work entirely within the Jupyter infrastructure. Notetaking is not built in to Jupyter, although a rudimentary plugin has been developed for students to do so.

Science students need to develop a level of competence in mathematics to succeed in their studies.  However, Open University students in chemistry, biology and health sciences may well be unaware of the need for mathematical skills prior to embarking on their studies, and given the open entr