Tag Archives: barriers

Online Distance Learning – Challenges, Conversations, Solutions

David Eddy & Dr Colette Fegan
@sonofedd / @colfegan

Parallel session 3, CoLab 3.5

Short Abstract
This workshop will explore the challenges and barriers associated with online distance learning (ODL). Examples of how Allied Health Professions teams have overcome these to offer innovative and engaging flexible learning opportunities will be shared. The collective wisdom of the group will be harnessed to draw out key emergent themes and considerations.

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Detailed Outline
A full online distance learning (ODL) experience is the default offer in the AHP department. This includes PG education aimed at physiotherapists, occupational therapists, therapeutic radiographers, diagnostic radiographers and practitioners working in the areas of prostate cancer care, vocational rehabilitation and supportive and palliative care.

This workshop functions as a ‘think tank’ and will explore some of the opportunities and challenges that ODL presents at SHU. It will offer a clear and structured framework for delivery and support of students undertaking a distance learning experience. The workshop will explore some of the myths around distance learning and also some of the barriers and how teams in the department of AHP have overcome these. Examples of innovation and engagement of an online community will be shared.

Prior to the workshop, participants will be sent an online survey to complete asking 3 key questions:

1) What is the 1 key ingredient for success in online distance learning?
2) What is the 1 key enabler which would support and encourage the development of an online distance learning programme?
3) What is the 1 the barrier which hinders successful development and/or delivery of online distance learning courses.

Respondents answers will be collated to utilise in the workshop
Workshop participants will be split into discussion groups, facilitated by the co-presenters, focussing upon strategies and approaches to enable ODL provision to develop, and flourish.
A plenary will bring together the collective wisdom and draw out the key themes which have emerged and identify any key considerations for the institution, faculties, departments or course teams.

If desired by the participants, we will carry on the conversations online and build a resource and support toolkit for developing ODL.

2012 Embedding enterprise within the curriculum: researching staff perspectives

Kirsty Grant, Katie Hook and Sheila Quairney

The aim of this study is to explore notions of enterprise within Higher Education (HE) through exploration of lecturers’ perspectives. Enterprise can be defined as the application of creative ideas and innovations to practical situations; it is a generic concept that can be applied across all areas of education. 

Within a HE setting, learning can take place without bearing the label of ‘enterprise’. Enterprise education is concerned with the process of how students learn rather than what they learn. It aims to produce graduates who possess the mind-set and the skills to come up with innovative ideas in response to identified needs, and the ability to act on them. 

In light of the rising tuition fees and increasing unemployment rates for UK graduates, there is greater focus on the responsibility of universities to develop the employability skills of their students. The relevance of enterprise education has been highlighted in The Wilson Review (2012) which called for universities to play an integral role in developing students’ enterprising skills.  Therefore, universities will need to examine their current provision for enterprise education and as a result, work towards equipping academic staff with the skills they need to deliver this.  

The aim of this study is to ascertain what involvement academic staff, at Sheffield Hallam University, perceive that they should have in sharing notions of enterprise with their students.  Secondly, to explore the perspectives of academic staff on how enterprise might be developed within the curriculum to support employability.          

In order to answer the study’s aims, 35 semi-structured interviews have been conducted at Sheffield Hallam University. Participants were recruited through a convenience sample of lecturers, across faculties. Emerging themes have been identified through a thematic analysis of the data. 

The preliminary results of the research provide insight into the barriers academic staff have faced when including enterprise within their teaching. These results will provide an opportunity to discover examples of effective practice in order to assist academic staff to deliver their subject expertise in a more enterprising way.  From this strategies for embedding enterprise into the curriculum, in order to enhance graduate employability, will be explored.

Click link for presentation:  Embedding enterprise within the curriculum: researching staff perspectives

A6 – (FU33 and FU39) 11.00