The learning context

The module studied for the thesis is presented as a Virtual Residential School (VRS) by the Psychology department at the Open University. It is offered online as an alternative to a 6 day long Residential School (RS). The module content and assessment for the VRS and RS are identical and the outcome for each (as measured by grades achieved) is the same. It is a module in the BA/BSc Psychology program at the Open University UK. For those students who wish to obtain professional accreditation by the British Psychological Society (BPS), and progress to post-graduate programs leading to chartered status, it is a compulsory component. A successful outcome is critically important for the students involved. It is expected that students will have completed at least 240/375 credit points of the program and for many students only the 15 points remain2.

3.2.1 The students

The students are all studying at distance and they vary in age from 22 – 70 plus years. Some are employed; either part time or full time, and some have caring responsibilities. From a demographic analysis we know a proportion of students have a disability and/or an additional requirement (DAR) and that English is a second language (ESL). The Open University has an open entry policy, it is a national university, and it recruits students from Continental

2 _{An open access policy meant that this level of academic development is advised but could}

not be enforced. There would be some students enrolled on the module who did not meet this requirement.

Europe. Taken together this means that students will vary in a number of ways that can impact on their learning experience. For example they vary in academic profile, some are already graduates in other disciplines whilst the academic achievement of others, before joining the Open University, was minimal. They vary in the time they can make available for study, in their confidence and competence with language, their personal circumstance and relevant experience such as group work and technology. They are a useful cohort to study in that they reflect the demographic predictions for the global university of the future (British-Council, 2012; Grove, 2012) and are likely to reflect the diversity of students who enroll on MOOCs.

3.2.2 The module structure

Preparatory activities: (Weeks 1-4 (VRS), pm Day 1, Days 2,3 (RS))

Students revise and extend their knowledge of psychological method through six activities (preparatory activities); they also have a session on ethics, and a session on literature searching using the online library at the Open University. These activities take place within sets of 16-25 students and involve a

‘learning through discussion’ format (VRS) and an instructional format (RS). At the end of this period the students choose a project type (there is a choice of 8). The eight project options are loosely defined, there is ample scope for project groups to develop an innovative research project; four require

allocated into groups of 4-8 students (4-5 preferred) by the administrative staff. For the RS the students themselves mostly effect the groupings.

Project work.

There are four main stages

1. Weeks 5,6 (VRS) Day 4 (RS). During this period each group chooses a topic for study within the area of the project option, prepares a draft research proposal, acts on feedback from a teacher panel, and then submits a final proposal. The project proposal is submitted as a word document, a project proposal form (PPF) 3 is provided for each type of project, quantitative and qualitative (Appendix A). At this stage each project group receives feedback from teachers who have not been involved with the preparation of the PPF.

2. Weeks, 6-9 (VRS) Day 6 (RS). During this period the students collect and analyse the data and make a start on a group presentation. 3. Week 10 (VRS) Day 7 am (RS). Students are involved in presenting

the research to a plenary session. At this stage each project group receives feedback from the students in other project groups and from teachers who have not been involved with supervising their project work.

3 _{A pre-formatted wiki has replaced the word version of the PPF in more recent presentations}

4. Weeks 11 and 12 (VRS) 3 weeks post RS. During this period the students are required to write a project report individually. This report represents the summative assessment for the module.

3.2.3 Teaching and Guidance

The task is an important element of group work. For this module the task is clearly specified and supported as follows. The task and its assessment are described in detail in a Study guide, a time table (weekly for the VRS, daily for the RS), a detailed explanation of why the module requires group work, how to achieve it, how to write up a project report and information about how it will be assessed are also provided. The Study Guide for the VRS also contains advice on how to use the technology and on how to navigate the forums.

Progress with the task is supported in a number of ways, a set or preparatory activities, a detailed pre-forma for the project proposal (Appendix A) and teachers are available throughout to advise and clarify.

The teachers work as a team during the preparatory activities and as a pair during the project group work. In general a pair of teachers will opt for a lead teacher with the other member of the pair providing backup. Their remit is to advise, provide instruction if the student discussion is too far awry, to check that calendar deadlines are being met, to support the motivation and cohesion of the group, and to take a facilitatory role if the relational space of the group appears to be disturbed. The teachers also act as a panel to provide detailed feedback on the draft PPF and on the group presentation in the plenary

forum. During weeks 11 and 12 of the VRS when students are writing up their individual reports about the group project a set of frequently asked questions (FAQs) are made available to them, and a panel of four teachers monitor the end of course (ECA) support forum for any student questions about the report writing, and its assessment, that are not included on that list. Teachers at RS provide a dedicated session on report writing.