Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 49 What Students Want? Exploring the Role of the Institution in Supporting Successful Learning Journeys in Online Distance Education Dawn Mannay and Ceri Wilcock Cardiff University; The Open University in Wales Email: mannaydi@cardiff.ac.uk DOI: http://dx.doi.org/10.5456/WPLL.17.1.49 Abstract There have been numerous initiatives to increase access to higher education for those residing in marginalised locales in Wales. However, entrance in itself does not guarantee success and it is important for educators and policy makers to explore issues of retention. Classed and relational positionings often conflict with nonn trajectories and sometimes contribute to their withdrawal from academia. In response to this challenge the current paper focuses on the accounts of non-traditional students in Communities First[1] areas who took an undergraduate social science module with The Open University in Wales. Importantly, rather than reading these barriers to progression gy and administration, the paper focuses on online provision in distance learning and offers a range of strategies that could potentially improve the delivery of an Open Key Words: distance learning, higher education, online learning, new technologies, retention, and widening participation. Higher education is positioned as a gateway to opportunities. However, entrance to the academy and success within its institutions is highly differentiated. In Wales, UK, the Anatomy of Economic Inequality (Davies et al., 2011) provides quantitative evidence for the pervasive nature of classbased inequalities in education, demonstrating that an individual in social housing is approximately 10 times less likely to be a graduate compared to those in other types of accommodation. As Jenkins (2004, p.23) argues, for therefore, universities are crucial sites of identity work where some will feel Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 50 Non-traditional students face complex psychological and structural barriers to accessing and completing higher education, which are well versed within the social sciences (Lucey et al, 2003; Mannay and Morgan, -Adams, 2013; Thomas, 2002; Ward, 2014). Academics and practitioners have charted the difficulties experienced by marginalised higher education students, employing theoretical models of hybridity (Lucey et al, 2003), habitus (Skeggs, 2010; Thomas, 2002), pedagogic identities (Reay, 2010) and psychological splitting (Mannay, 2013). This body of work has demonstrated the costs of divided learner identities along the lines of social class, however, such knowledge needs to be accompanied by action. An Anatomy of Economic Inequality in the UK (Hills et al, 2010) demonstrated how inequalities in income and earnings in Britain are high, both temporally in relation to the position 30 years ago, and geographically compared with other industrialised nations. According to the Joseph Rowntree Foundation (2013), 23 per cent of the population in Wales live in low-income households, defined as below 60 per cent of median income, after housing costs. Furthermore, 31 per cent of children in Wales live in such households and working age poverty now stand at 58 per cent compared to 50 per cent in 2003. However, education can be seen as a cause and effect of inequality, suggesting that policy interventions could potentially increase social mobility. Consequently, in Wales, there has been an ideological commitment to ensure access to a wide demographic of participants from a range of social backgrounds. The Review of Higher Education in Wales (Welsh Government, 2009) presented a discourse of transformation, centralising social justice, partnerships, and widening access as its core aims; and the massification of higher education has brought some gains for non-traditional students. In particular, the Higher Education Funding Council for Wales (HEFCW) has invested considerable funding in projects of widening parti secure inclusion, progression and success in higher education to enable learners across all age ranges and backgrounds, who face the highest social and economic barriers, to fulfil t p.4). For example, the HEFCW Reaching Wider regional partnerships model was an initiative set up in Wales to develop the educational progression and attainment of young people from disadvantaged backgrounds that focused on raising the aspirations of disadvantaged young people. The programme hoped that this would translate into participants perceiving an academic trajectory as possible, and consequently achieving a place in higher education (Hill and Hatt, 2012). Similarly, the Universities Heads of the Valleys Institute (UHOVI) emerged as a viable programme for change with an ambition to recruit students from areas of low economic productivity, Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 51 educational exclusion, and social injustice. Specifically, the programme aimed to contribute to the regeneration of a former heavy industrial area in life for those living and working in the region (Saunders et al, 2013). Evaluations of these programmes have demonstrated some success in widening participation to higher education for people from marginalised communities (Hill and Hatt, 2012; Moore and Dunworth, 2011; Saunders et al, 2013). Nevertheless, despite moves to bring non-traditional students into t by discourses of the traditional, young, middle-class student (Leathwood often geared around an expectation that working-class, mature and non- - -class ways of being (Abrahams and Ingram, 2013), an assumption that positions widening access as a fait accompli. This is particularly problematic in a climate, conceptualised as the promoted as the gold standard for success in education and the labour market (Department for Employment and Learning, 2005). However, some of the structural barriers to accessing higher education for non-traditional students can be addressed by the flexibility offered by distance and online study. The Open University was founded in 1969 to offer degree programmes by distance learning across the UK in the form of nce materials, combined with television and radio broadcasts, video and audio recordings, tutorial support at a local level and (in some cases) weekrecent years, The Open University has made increasing use of computerbased support and conferencing links that are now commonly employed in distance learning modules (Price et al., 2007; Richardson, 2009; Thorpe, 2008). which information and communication technology is used to promote connections; between one learner and other learners, between learners and some learners are unable to access these networks. Europe has 63 per cent of the global internet penetration (Internet World Stats, 2009), but significant disparities exist between levels of broadband access within Wales (National Assembly for Wales Commission, 2011). This raises questions around access to new technologies, as some students have reported difficulties with accessing online provision (Hara and Kling, 1999). There are arguments that the digital divide is becoming wider and deeper (Conole, 2011) and beyond issues of access there are other problems related to the introduction of new technologies. Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 52 er than implementing. The academic literature demonstrates conflicting results in evaluating the implementation of online conferencing systems, in relation to face-to-face provision. For example, Richardson (2009) analysed the results of a Course Experience Questionnaire and a Revised Approaches to Studying Inventory that were completed by undergraduate Open University students on the level code A300). Students on both courses were able to self-select between the options of being in a group that employed traditional face-to-face tutorials or one that used a version of online conferencing for tutorial support. Richardson (2009) found no significant difference between students in the tuition conditions, face-to-face and online, in relation to both their perceptions of the academic quality of their course and the approaches to studying adopted on these courses. However, there are issues of sample base and methodology to consider when applying this finding more widely. The response rate of 48.7 percent means that more than half of the students did not reply and the findings only relate to those students who were willing to take part in the survey. There may be multiple reasons that questionnaires were not returned but there is also the possibility that students returning questionnaires may have a qualitatively different experience and perception of the course. This also brings up the issue of forced choice response, as students could only answer the questions asked. A complementary qualitative follow up with a sample of students may have provided a more nuanced insight into the differences between the two conditions. The other important factor to keep in mind, when assessing the study, is that the students self-selected their form of tuition, either face-to-face or online. The element of choice is an important one as many distance courses do not offer an opportunity to choose the format of tutoring support. Students in the face-to-face face-toAccordingly, satisfaction rates can be linked to these initial preferences. Satisfaction could, therefore, be related to the concept of cognitive dissonance (Stone and Cooper, 2001). If a student were to give a negative appraisal it would be out of alignment with their initial stated preference, which would result in an uncomfortable cognitive dissonance. In contrast, a positive evaluation would avoid the negative feelings associated with dissonance and perhaps influence the responses to the questionnaires. nt difference between students in the tuition conditions (face-to-face and online), may be compromised by the methodological issues discussed. In contrast, Price et Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 53 al (2007) took a mixed methods approach that included a qualitative element, which allowed a more nuanced understanding of the student experience of engaging with online conferencing. Price et al (2007, p.14) made a clear distinction between tuition and tutoring, with tuition ing person, not simply the retention of facts and information. This is a pastoral as well as an academic undertaking for tutors. As Price et al (2007, p.15) tutors need not only to understand the course materials but also understand so in evaluating conferencing provision it is necessary to consider how well the tutor can understand the students in online compared to face-to-face settings. Price et al (2007) also worked with a sample of undergraduate Open University students who were enrolled on a course titled International and could select between face-to-face or online tutorial provision. Students completed the Course Experience Questionnaire and a Revised Approaches to Studying Inventory but also took part in qualitative interviews. In contrast Experience Questionnaire, with students receiving face-to-face tuition giving higher scores than those enrolled for online tutorials. The significant differences were attributed to the subscales of participation in tutorials, relations with tutors, tutorial pace and good tutoring. There were no significant differences in the Revised Approaches to Studying Inventory. However, in terms of academic attainment, students in the face-to-face cohort achieved an average grade of 62.06, which was significantly different from the average of 55.12 in the online condition. In the associated qualitative interviews students argued that online provision substitute for face-toof online conferencing can be linked to practical problems in accessing online systems, the lack of paralinguistic features and the competencies of individual tutors taking sessions. The technical difficulties of accessing online conferencing have been documented in previous research studies (Hara and King, 1999). The timeframe of this research suggests that advancing technologies have not fully responded to the difficulties experiences by students. These problems can exist beyond the online conferencing programme because of inequalities -Hulme et al., 2011) and the pervasive nature of the digital divide (Conole, 2011; National Assembly for Wales Commission, 2011). Furthermore, as Richardson (2009, p.69) argues there are often difficulties with Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 54 because of the absence of paralinguistic information and these can be exacerbated if tutors do not receive adequate training (Albion et al., 2010; Price et al, 2007). , 2008, p.59) and there is an argument that new technologies can contribute to flexible and dynamic delivery systems that However, in a context where online provision is becoming more centralised within distance education, it is important to continue to evaluate the impact of these changes on learners. Previous research has reported differential findings and this suggests that further studies are required to explore the opportunities and restrictions posed by online technologies. p.16), therefore, it is particularly important to engage with the student voice and include students who are more vulnerable to non-completion, such as those residing in marginalised areas. Success in higher education by individuals from Communities First cluster areas remains a long-term policy commitment in Wales (HEFCW, 2014). Consequently, the current paper aims to contribute to and extend the current knowledge in this area by exploring the subjective accounts of students residing in Communities First The Higher Education A experience of part-time Communities First students at the start of their the subjective views of students, but rather than being a purely academic exercise, there was an aim of identifying good practice and issues for improvement, aligning with action research. The approach engendered a move away from discourses of individual failure and a step towards an acknowledgement of the need for structural change within institutions. In particular, it was concerned with exploring the views of students from Communities First areas who had taken The Open University 30 credit code DD131). The project was designed to offer an opportunity to reflect on and improve the delivery of the module, to make an existing situation more efficient and effective (Cohen et al, 2001). m of learning in that it supplies hard copy materials, written, visual and audio, and face-to-face tutorials alongside online activities, an asynchronous online support and discussion forum, and Elluminate tutorials. Elluminate is an online system that offers an audio conferencing facility used to support Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 55 small group tutorials online where talk is in real time through the internet. Elluminate offers participants the opportunity to communicate synchronously using audio, written messages, on-screen whiteboard and were interviewed face-to-face and over the telephone. The original sample for telephone interviews consisted of 17 students, two men and 15 women living in Community First areas, who had signed up for the module. Of these students, six had withdrawn from or deferred their course prior to the project. One of these withdrawn students was uncontactable as the phone number given was no longer in use and there was no response to the initial introductory email. Nine successful telephone interviews and four face-to-face interviews were conducted from this remaining sample of 16 students. Of these 13 students, one was a man and 12 were women. Three students had withdrawn/deferred from the module prior to the project. Therefore, the interviewed sample was representative of the whole sample. It is suggested that researchers working on familiar territory can elicit greater understanding because cultural and linguistic barriers do not have to be negotiated and that participants may be more open (Atkinson et al., 2003; Henry, 2001). Additionally, shared knowledge and shared understanding can counter the severe imbalance with regard to intimacy and distance between interviewer and interviewee, which is often common in research interviews (Rogan and de Kock, 2005). As the researchers were a tutor on the module, Dawn Mannay, and an Educational Advisor, Ceri Wilcock, they shared a common knowledge of the course with the participants and there was also the potential for them queries and offer some immediate benefit in an advisory capacity, rather than simply act in the role of researcher. However, there was also an imbalance in their positions, which was addressed to some extent as students who had been taught in Dawn Mannay still represented the institution of The Open University but relationships with students and tutors are arguably less hierarchical than those found in other student/teacher relationships. Therefore, perhaps a more salient issue for consideration is the point of familiarity, that in entering the research setting with preconceptions about the topic, researchers may be unable to notice that which is often taken for granted (Mannay 2010). In the interview process, then, it was important to acknowledge the disadvantages of preconceived understandings and try to counter the tacit and normalising effect of their own knowledge about the module. The interviews were relaxed in nature and participants seemed comfortable to discuss their experience as students on the module, which generated a large data set for analysis. Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 56 As Kemmis (2006, p.459) contends, action research must be capable of opportunity for multiple perspectives to be considered and for points of improvement to be actioned. Interviewing students about their subjective experience, face-to-face and on the telephone, facilitated an appraisal of strengths and areas for improvement in current practice. The interviews raised a number of themes namely: reasons for joining The Open University; reasons for choice of course; registration; hardcopy materials; online materials; tuition; assessment; work life balance; impression of The Open University; and withdrawal/deferral. However, in this paper we specifically focus on forms on interactive online provision as these have been presented as a way of eliminating barriers to participation (Andresen, 2009; Welsh Government, 2013). Evaluations of Online Learning and it would appear that this element of online provision, representing their home page and access point to further resources, has a well-designed, accessible and user friendly interface. In terms of the asynchronous online discussion forum, one student was unable to access this support system student could not find any forum for her cohort, although she had actively engaged with the forum on other Open University courses. This is problematic as there has been a move towards including forum activities on Open University modules that contribute to summative assessment, which is to some extent a response to the argument that there is a lack of student engagement with online interaction unless it is made compulsory (Kirkwood and Price, 2005). For example, The Open University interaction mandatory, as it contributes to marked assignments. This uncompromising approach is employed as it is seen as a way to enable practitioners to facilitate online interactions more easily, as they are already embedded into module design and assessments. Evaluation suggested that the course design facilitated a genuinely constructivist pedagogy and high levels of student satisfaction and engagement (Thorpe, 2008). This suggests that a strong course design characterised by mandatory online engagement allows practitioners a framework in which to develop successful learning communities, as long as students are able to access the forum to engage in these assessed tasks. Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 57 In the current study, the forum was also positioned as an important source of knowledge and one s I only know this because someone asked about it on the f another student described the forum as a site of information sharing and said forum at the beginning in October/November as people were forum there was no forum Therefore, it is important that tutors ensure that they are using the forum and providing adequate signposting for students to access this platform, in the welcome letter, tutorials and follow up emails. Furthermore, although some students did not feel they needed to use the forum, for other students it formed part of an integral support system. For University buddy system by talking to people on the f have a f forum can also offer a route to course related activities and informal social networking. Previous research has demonstrated the ways in which friends and social networks can be an essential support system that helps to overcome social exclusion and increase student retention (Thomas, 2002). In the current study, students discussed how the forum acted as a link to social networking sites and expressed the significant part that Facebook played in their learning journeys and beyond their involvement with The Open University, as illustrated in the following quotes: assignments, I felt as though I was struggling and I was the only one and other people were having the same problems. Facebook built a support system, this was great. Even when I stopped the course I still keep in contact with these new friends who have done really well with the Open University and got good grades. forum and then you also start to talk on Facebook groups really helped me to get through the assignments, I felt as though I was struggling and I was the only Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 58 one and other people were having the same problems. Facebook Web 2.0 technologies, such as the free social networking website Facebook, can be exploited for learning and teaching and provide a support system. Facebook also offers stu Jones (2004) argues, also has significant power in relation to setting assessment tasks and grading assignments. Consequently, Web 2.0 technologies that operate outside institutional control may indeed reduce hierarchies and create spaces of ownership for students. Nevertheless, Facebook presents some difficulties for The Open University because it cannot be moderated in the same way as the forum. As Conole (2011, p.402) contends, new technologies engender changes in demonstrated in the present study and in previous research (Jackson 2012), Facebook can also play an important supporting role in building friendships and networks. Therefore, arguably, students should be made aware of this provision, even if this information is given with the proviso that this is not an official or internally monitored social networking site. Of all the online provision, Elluminate presented the greatest difficulties to students, which were sometimes overcome with technical support but in other cases students were unable to access this provision throughout the course, as illustrated in the following comments from the participants: MAC [Apple Mac Computer] and it would not let me connect to the end I just used my old Notebook instead and I managed to get on so I had to just go to face-to- forum or know what java script I had and if I had to download something. I just gave up in the end. I never got on the f emailed the computer helpline and they were helpful and sent a email reply was helpful but it was a bit too technical so I Elluminate classes. I could look at some of the Elluminate Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 59 As Elluminate was developed to make tutorials accessible to all students and overcome barriers such as transport, child care and disability, this is problematic and more needs to be done in order to make the system accessible. The difficulties encountered by students suggest that it is important to have Elluminate tutorials early on in the module so that any problems with access can be resolved. It may also be useful to revise the advice provided by the helpline so that it provides clearer steps and illustrations for students to follow to overcome accessibility issues. Overall, this research has drawn directly from the experiences of students and highlighted a number of difficulties that need to be addressed not at the level of the individual but by the delivering institution. In response a number of initiatives are in development with Student Support in The Open University in Wales. These will assist not only students residing in Communities First areas but all future students entering social sciences. Thes for students that tutors can send as part of their initial welcome message. This leaflet specifically offers advice to negate the particular problems reported with online forums and Elluminate. It also offers a balanced overview of Facebook social networking opportunities. Furthermore, the project has been instrumental in informing and delivering staff development sessions for tutors and the project findings have been disseminated to The This paper was based on interviews with a small sample of students living in Communities First areas that enrolled on one Open University module and cannot be viewed as a representative of all students studying in online and distance education. However, as discussed in the previous sections, the interview data has raised some interesting points that could lead to a range of actions being considered for future provision. In this way, the study speaks to the HEFCW (2014) directive to promote and disseminate current and effective widening access practices across Wales, the UK and internationally. This small scale study also suggests that it will be useful to carry out further consultations with students to explore and improve practice and contribute to making the existing situation more efficient and effective (Cohen et al, 2001). In particular, the paper contributes to the commitment to engaging with students who have been traditionally marginalised in systems of higher education in Wales, incorporating their views into the Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 60 development of best practice in online education. Institutions need to be fully embedded in the communities they serve, and collaborative research Wales can continue to lead the way in having a truly accessible education Government, 2013, p.17). References Sociological Research Online, 18, 4. Albion, P.R., Loch, B., Mula, J.M. and Maroulis Flexible Access to Learning Materials: How Ready are University Students Curriculum, Technology and Transformation for an Unknown Future, Proceedings ascilite Sydney 2010 pp.25 35 http://www.ascilite.org.au/conferences/sydney10/Ascilite%20conference%20 proceedings%202010/Albion-full.pdf (accessed: 24 August 2014). Atkinson, P., Coffey, A. and Delamont, S. (2003) Key Themes in Qualitative Research, Walnut Creek, CA, AltaMira Press. Educational Technology and Society, 12, 1: 249-257. Cohen, L., Manion, L. and Morrison, K. (2000) Research Methods in Education, London: Routledge. Web 2.0-based Elearning: Applying Social Informatics for Tertiary Teaching, Hershey, PA, IGI Global. 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Higher Education Funding Council for Wales (2014) Strategic Approach to Widening Access to Higher Education 2013/14 to 2015/16 Circular W14/32HE, Cardiff, Higher Education Funding Council for Wales. Hill, M. and Hatt, S. (2012) Review of Widening Access and Reaching Wider Strategies in Wales, York, Higher Education Academy. Hill, M. and Hatt, S. (2012) Review of Widening Access and Reaching Wider Strategies in Wales, York, Higher Education Academy. Hills, J., Brewer, M., Jenkins, S., Lister, R., Lupton, R., Machin, S., Mills, C., Modood, T., Reese, T. and Riddell, S. (2010) An Anatomy of Economic Inequality in the UK: Report of the National Equality Panel, London, Government Equalities Office. http://www.internetworldstats.com/stats4.htm (accessed: 6 June 2014). -enrolled Business School Students to Enhance their First Year Experience at Widening Participation and Lifelong Learning, 14 (Special Issue): 25-41. Jenkins, R. (2004) Social Identities, 2nd ed. London: Routledge. 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Saunders, D., Marshall, H., Cowe, F., Payne, R. and Rogers Higher Education in South Wales: The Emergence of the Universities Heads Journal of Adult and Continuing Education, 19, 1: 76-100. pace The Sage Handbook of Identities. London: Sage, pp. 339-360. Journal of Experimental Social Psychology, 37: 228 243. Widening Participation and Lifelong Learning Volume 17, Number 1, March 2015 ISSN: 1466-6529 63 Education System? Progression and Outcomes of Students from Low Contemporary Wales 26: 138-161. Thomas, L Australian Journal of Education Policy vol. 17, no.4 pp423-432 , Australasian Journal of Educational Technology, 24, 1: 57 72. Ward, M. R. M. (2014) Performance of a Studious WorkingGender and Education [online] http:/ / dx.doi.org/ 10.1080/ 09540253.2014.953918 (accessed: 11 September 2014). Welsh Government (2009) For Our Future The 21st Century Higher Education Strategy and Plan for Wales, Cardiff: Welsh Government. Welsh Government (2013) Policy Statement on Higher Education, Cardiff: Welsh Government. End Notes 1. Communities First areas correspond to the 100 most deprived electoral divisions according to the Welsh Index of Multiple Deprivation. 2. TMA is an abbreviation for Tutor-Marked Assignment. Open sment is made up of tutormarked assignments (TMAs). TMAs in the module evaluated in the present study were in the form of essay questions. 3. B120 is the module code for the Open University undergraduate 4. DSE141 is the module code for the Open University undergraduate