Rebecca Turner, Oliver Webb & Christie Pritchard, University of Plymouth
Educational Development, Library & Academic Development, University of Plymouth
Students have long been commuting for their studies (Artess et al., 2014), however, in the face of growing concerns over student debt, increasing numbers are opting to stay home (Jack, 2023). Whilst this may appear a low-cost option in the longer term, the cost-of-living crisis mean that commuting can be expensive (NUS, 2023). This cost may not just be financial, but reflect the time spent commuting, and the stress associated with travel disruption. This is without considering the other commitments (work, caring) that many commuter students juggle alongside their studies.
Covid spurred technological innovation, evidencing how the sector can transform provision. We acknowledge that learning experiences were far from ideal, however, as Universities UK (2022) reflected in this publication, there were gains benefitting students (including commuters), who may experience barriers to accessing higher education.
As Educational Developers we are often involved in conversations about how to promote the accessibility and inclusivity of provision. Whilst we were aware that staff and students in our institution were keen to return to the classroom, we knew this would not suit all our learners. Therefore, we undertook a study to examine staff and students’ perceptions of online learning following the pandemic. Data were collected in Spring 2022 from first year students who commenced their studies in September 2021 when the majority of compulsory, HE specific pandemic measures had ended. We captured students’ residential status (i.e., whether they had relocated, or remained at their original home address and therefore commuting, for their studies), using this as a novel approach to examine perceptions of online learning and collect insights on how students access their learning (Turner et al., 2023).
Online learning continues to remain an important mechanism through which students can access learning; they cited it as having many benefits, ensuring, for example, a continuity of experience for students with health challenges; allowing carers to manage childcare; and empowering students to revisit / pace their learning. Those learners with access issues, due to the need to commute for their studies, had the loudest voices in this respect. Commuters were aware that an online experience may be compromised to some extent, however, this appeared to be a worthwhile trade-off for some. In our paper, we explore the implications of online learning for social integration; comparing perspectives between staff and students; and consider the implications for future practice.
An important outcome of this study was the potential role of residential status in shaping conversations about access and participation. Here, it provides a convincing measure by which to examine student experience and intersects with many sociodemographic characteristics that HE providers have a statutory obligation to consider. Based on this we call for further attention to the residential status of students, considering its definition, as well as how it might be employed by providers as a potentially powerful predictor of how students want to access and engage with their learning. We can focus on the how by engaging in conversations with staff that consider programme design, delivery, timetabling and support, that are cognisant of the challenges commuter students report. A useful starting point is discussions around the value of attendance, when, for example, attendance is beneficial for students learning, or when attending asynchronously is an option. This can open staff up to the different ways students may ‘attend’ sessions and when this attendance can happen. For example, do students need to attend all lectures synchronously or can they attend via a recording at a time / place that suits them? Equally exploring whether staff still using online platforms to meet students for project supervisions / individual tutorials, and are students being encouraged to used online tools and platforms to support group work with peers. Attention could also be paid to the role of approaches such as Flipped Classroom, compressed / block timetabling. These can provide alternative ways for students to engage and potentially maximise the value of the time students spend on campus. Ultimately these conversations can prompt programme teams to heed the lives of students outside of university and consider how a higher education experience is created that is more accessible to all.
Rebecca Turner is an Associate Professor in Educational Developer and Principal Fellow of the HEA. Rebecca’s research addresses themes relating to widening participation, inclusive practice, and student voice.
Oliver Webb is an Educational Developer and researcher with interests in elements of programme design (e.g. blended learning, immersive scheduling), and factors associated with student transitions (e.g. student demographics, residential status).
Christie Pritchard is the Head of Academic Development at Plymouth, a Senior Fellow of HEA and an Associate Professor of Higher Education. Her expertise and interests lie in promoting student success through creating a sense of belonging, designing inclusive assessment, and developing social learning spaces for transformative learning.
Artess, J., McCulloch, A., and Mok, P. (2014). Learning from Futuretrack: studying and living at home. BIS Research Paper No. 167. London: Department for Business, Innovation and Skills.
Jack, P. 2023. More applicants consider living at home as cost-of-living bites. Times Higher Education 10th August 2023.
NUS. 2023. Move it: student travel survey report. NUS, UK. Turner, R. Webb, O. and Pritchard, C. 2023. ‘A freedom of students to choose’: Student and staff perspectives on the future role of online learning in higher education. Innovations in Education and Teaching International, DOI: 10.1080/14703297.2023.2292074
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