A new school year is beginning and although Covid-19 is still with us we can at least now say that the worst is likely to be behind us. As a result, online learning is starting to take a back seat. But there’s a good chance that, for one reason or another, most teachers will deliver more online lessons in the future. Now is a good time to reflect on what does (and doesn’t) constitute high quality online teaching to ensure that the lessons that teachers have learnt from the pandemic are not forgotten.
It’s easy to assume that Generation Z (roughly speaking, those under the age of 24 at the time of writing) are ‘naturals at navigating the online world’. However, don’t assume that witty memes and TikTok expertise translate to knowing how to learn in the online classroom.[1] Students do not like answering questions in the digital world any more than they do during face-to-face sessions, yet the inevitable Zoom silence still takes teachers by surprise after asking for responses. If anything, the lack of connection students have with their peers and the added pressure of their name being assigned to every contribution makes it more daunting for students to speak up. It’s important not to dismiss students because they aren’t engaging vocally and instead consider how students can engage in different ways.[2] A “lift and replicate” process will not work when teaching online[3] but pedagogical understanding will be a strong foundation to build a new way of learning that is stimulating, interactive and fun. To do this, you must develop a mindset that will allow you to see the potential of digital tools and how they could maximise your lesson outcomes.
You do not need to entirely reinvent the wheel to create impactful teaching using digital tools; educational philosophies and pedagogies remain fundamental, but you should revaluate how this looks online. A student-centred approach and active learning have been catalytic components in educationalist theories and practice for decades; Dewey’s thoughts about learning-through-doing are entirely relevant today but how can this strategy be maintained online?[4] More difficult: how can we re-establish constructivist ideas[5] that individuals learn through imitation, observation and social interaction[6] when students are miles apart? To summarise, how can you ensure a pupil-centred approach that inspires curiosity and encourages interaction remains at the heart of teaching online?
Interaction doesn’t equate to verbal communication but ‘direct involvement with something’; even online, students should be active rather than passive learners. Consider the different ways students could interact online and how you might assess their understanding; rather than verbalising ideas you could use polls, quizzes, emojis, the chat function[7], word walls and live Google documents in break out rooms.[8] Keeping interaction anonymous or allowing students to work in smaller groups, at least initially, should give students confidence in their contributions.[2] It may also be useful to plan a regular time slot that you will be available to answer questions one-to-one via instant messenger. Although this isn’t active at the point of learning, students can take responsibility for their learning by asking questions and getting instant feedback after digesting information in a less intimidating environment.
Helping students to feel as though they belong presents challenges at a distance; it is more difficult for students to connect with you and their peers. In a bizarre twist you may need to plan time for students to build these relationships so that they can feel connected. Try using open ended questions or get students to discuss their own experiences with each other (building on what they know to bolster confidence). You could create collaborative playlists to listen to before the session or organise baking challenges, fitness groups, photo challenges and even ‘gif wars’ to encourage humour [9] and connection. You may also want to consider using social media to provoke discussion around topics or themes.
Students also need to feel they can relate to you and that you are invested in their learning. Being personable online is challenging, not least because it is difficult to know where to draw the line. Teaching from home can already feel like an invasion into our personal lives. We naturally feel uncomfortable and, perhaps, overcompensate becoming too disconnected. It is right to be cautious, but teachers should consider how they will form working relationships with students. You might try creating an introductory video; this doesn’t need to take time or be too professional, students need to feel they can relate to you. [7] Try to get to know students personally as much as possible and their skills.[10] This is more difficult online but even using students’ names (making sure you are pronouncing them properly!) can be a great way to increase that sense of belonging.
Allowing time to build relationships with students and encouraging them to connect with each other will help students to feel more comfortable and engage and enjoy the session content more! Whilst online, just as in the classroom, teachers should foster an environment that encourages students to ‘be wrong loudly’. Model this by admitting getting things wrong and the benefits of this. [11] Developing a growth mindset [12] is just as important as ever, we will just have to promote this differently online.
You may be tempted to skip past this section as disruptions have been less frequent or/and more manageable online, but this is only positive if students are still engaging with the session. Students need to feel confident that they know what is expected of them. Remember they’ve been thrown into digital learning and feel just as disoriented as you. As Bill Rogers explains, setting routines and expectations is important for students to feel comfortable in their environment. [13] Clearly lay out your expectations and reinforce these as you would in the classroom. This is also good practice for inclusivity and will benefit pupils with learning needs such as autism.
This article examines research which highlights the emerging impact of the EPQ on progression to higher education (HE) and university success, with particularly promising findings for underrepresented and marginalised students.
The thought of an interview can be daunting for many students. The thought of multiple interviews can seem a lot worse.
University interviews can be daunting for students, especially when it’s their first time applying for a competitive course like Law.
As representatives of the University of Exeter, we were excited to present at the Neon conference on our partnership with The Elephant Group (TEG) to diversify our student body.
As educators and advisers, keeping up with the latest developments in the university application process is essential to effectively guide students.
Richard, an Economics and Finance student at the University of York, discusses how he chose his GCSEs and A-levels, his study motivations, and offers advice on selecting qualifications.
Daniyel, a Law student at King’s College London, shares how he chose his subjects and offers advice on qualifications and personal statements.
Orin, studied Law at the University of Oxford, shares how her GCSEs influenced her A-level choices and decision to attend university. She also offers advice on selecting qualifications.
Josh, a Computer Science student at the University of Newcastle, shares how he chose his A-levels, offers advice on university applications, and reflects on valuable lessons for future students.
Mayowa studies English Literature at King's College London. She shares her university application journey, her enjoyment of university life, and valuable advice for choosing a course and university.
Mayowa, studying English Literature at King's College London, discusses her GCSE and A-Level subject choices, offering advice for students on making informed decisions.
Sarah, a Biochemistry graduate from Birmingham, discusses how university aided her transition to employment and shares valuable insights for choosing the right career path.
Samra, a Medicine student at the University of Liverpool, shares how she chose her course, the value of her work experience, and advice on overcoming barriers. She also offers tips for applying to study medicine.
Jackson, a Theatre and Performance Studies student at the University of Bristol, shares his insights on choosing qualifications, the significance of enjoying your subjects, and how bursaries and scholarships influenced his university decision.
Eireann, an English and Education graduate from Cambridge, shares how a summer school helped her decide on university and her course. She also offers advice on selecting the right university.
Gemma, a Communication and Media student at the University of Leeds, explains how an access course helped her and shares thoughts on university as a path for everyone.
Amy, an English Language graduate from the University of Glasgow, shares how she chose her university course, why she selected Glasgow, and her experience with scholarships.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares how she chose her GCSE subjects, what she enjoyed in A-Level, and offers advice for subject consideration.
Billie-Joe discusses her university life, sharing advice for care leavers, her motivation for studying social work, extracurricular involvement, and the benefits she gained as a student.
Hamid studies Philosophy, Politics, and Economics at LSE. He discusses his career aspirations, factors influencing his course choice, and how summer schools shaped his university decision.
Billie-Joe, studying Social Work and Geography at Queen's University Belfast, shares his university selection process, reasons for choosing Belfast, and helpful advice for others.
Bishoy shares his journey in choosing a university and course, highlighting the significance of aligning his degree with career goals and evaluating different options.
Sophie discusses her journey to studying Law at Sheffield, covering her decision-making process, considerations for open days, and advice on personal statements.
Fatima, studying Dentistry at Cardiff University, shares her journey, emphasising diverse work experiences, teacher support during applications, and the benefits of attending a Russell Group University.
Khima, a Law student at the University of Edinburgh, shares how he chose his A-Levels and how his dream job influenced those decisions.
Sophie, a law student at Sheffield, shares her experiences with GCSEs and offers valuable advice for selecting A-Level subjects based on her personal choices.
Saif, a graduate in Accounting and Finance from Manchester, discusses choosing a university and course, highlighting the benefits of access schemes in decision-making.
Saif, a graduate in Accounting and Finance from Manchester, shares how his degree aided his career at Enterprise and offers tips for securing a graduate job.
Bishoy, studying Aerospace Engineering at Southampton, reflects on his university experience, highlighting the skills gained and what he enjoyed most about student life.
Onome, a Chemical Engineering graduate from Imperial College London, discusses his summer school experience, course highlights, and what mattered when applying for jobs after his masters.
Khima discusses his motivation for studying law at Edinburgh, highlights the city's appeal, and shares tips for open days.
Habiba, studying Maths at Queen Mary University, discusses her course selection factors, extracurricular activities, and shares valuable advice for choosing the right university.
Richard, an Economics and Finance student at the University of York, shares his university life experience, highlighting extracurricular activities and how they prepared him for future employment.
Nathan, an English student at Exeter, shares why he chose his course, the benefits of a gap year, and offers advice on selecting a university subject.
Matt, a Linguistics student at UCL, shares how he chose his GCSE subjects, the skills that supported his studies, and offers advice for selecting subjects.
Saif, a graduate in Accounting and Finance from Manchester, shares insights on making subject choices, emphasising how his GCSE experience influenced his A-Level decisions.
Jess discusses her Sociology experience at Durham, highlighting involvement opportunities, the benefits of university, and advice for those considering applying to higher education.
Gemma, a Communication and Media student at the University of Leeds, shares her experiences navigating university life with a disability and the opportunities she found.
Nathan, an English student at the University of Exeter, discusses challenges he faced transitioning to A-levels and shares insights that helped him realise he could attend university.
Habiba, studying Maths at Queen Mary University, shares how her future plans influenced her GCSE choices and offers valuable advice for making subject selections.
Fatima, studying Dentistry at Cardiff University, shares her insights on excelling in studies, the A-Level transition, and the importance of keeping her subject choices open for future opportunities.
In this case study, Khima, a Law student at the University of Edinburgh, talks about how getting involved in extra-curricular activities made her university experience even better.
Amy, an English Language graduate from the University of Glasgow, offers advice on subject choices, succeeding at highers, overcoming challenges, and her decision to pursue a postgraduate course.
This year, Imperial College London and the University of Cambridge established a joint venture to deliver two admissions tests.
This article will discuss different barriers which LGBTQ+ students may face, and tools we can effectively use to dismantle these barriers.
We know students are using Chat GPT for their Personal Statements, right?
Within this blog, you will find an introduction to the new Advancing Access team, information on how Advancing Access can support you as well as upcoming opportunities to get involved in!
Degree apprenticeships continue to rise in popularity and appeal across all industry sectors.
The NHS Long Term Workforce Plan aims to drastically increase the number of education and training places available in healthcare professions.
Students are bound to feel the pressure when they receive offers and the choice is in their hands.
With housing shortages, rising prices and varying application processes, it’s no wonder that students find the prospect of arranging accommodation at university daunting.
You may have seen reports in the media recently that UCAS are planning on making changes to the undergraduate application process.
You may have heard different universities talk about their ‘Access and Participation Plans’ (or APPs).
With the right preparation, students can approach university interviews with confidence and turn what might be a daunting experience into an enjoyable one.
In October 2017 the University of Oxford made its first foray into digital outreach with the launch of Oxplore.org.
You will be familiar with talking to parents and carers of students to support attainment and learning.
Admissions tests allow students to be academically stretched and assessed and enable universities to distinguish those individuals with the most ability.
You may have heard by now that there are some new questions on the UCAS application for students applying to enter HE from 2023 onwards.
The most daunting and difficult task for students when applying to university is writing their personal statement.
How well is your school or college doing in terms of the proportion of students who progress to HE.
The reality of working in education is that resources are limited and must be targeted.
It’s already that time of year again. The time when you and your students prepare to submit UCAS applications.
Are you supporting students who may be interested in studying law in Scotland?
The study of humans, especially in an ever changing world, has been an intriguing area for many years and has always been of immense value – now perhaps even more than ever before.
Super-curricular activities can include anything your students do outside of the curriculum related to the subject(s) they are interested in.
The Government is currently in the process of reforming level 3 qualifications in England and new T Level qualifications are seen as the centrepiece of these reforms.
A new school year is beginning and although Covid-19 is still with us we can at least now say that the worst is likely to be behind us.
In the UK, there is a growing desire to ‘level-up’ or widen participation of young people accessing higher education.
Recently there has been a lot of discussion around disadvantaged pupils and specifically the low attainment of white working class students.
Prospective mature students who are considering making Higher Education applications face various issues to navigate.
Supporting students with disabilities to access university may feel overwhelming - the processes are different to those in schools or colleges.
An estranged student, according to the charity Stand Alone, is a young person who is, or will be, “studying without the support and approval of a family network.”
With the Turing Scheme coming in this year, new opportunities for students from all backgrounds to have an international adventure are emerging.
Lack of family support during adolescent years can cause serious challenges with practical matters such as accessing funding and accommodation.
As a disabled student from a single-parent, low-income household, taking advantage of all the university support available to me was imperative to enable me to make the most of HE.
Last year, the government saw a backlash from students, teachers and parents as their commissioned exam grade algorithm came under criticism.
Even in 2021, there are still myths surrounding post-16 vocational qualifications and the possibility for students to progress from these qualifications onto higher education (HE).
There are a large number of misconceptions about the true cost of university. Some of these misconceptions overestimate the cost, while others underestimate it.
Foundation Years are increasingly common at universities in the UK. The University of Cambridge recently announced the launch of its first and existing programmes.
Even in such politically polarised times there’s one thing which politicians of all stripes can agree on: action is needed to enable more disadvantaged students to progress to the UK’s top universities.
Following on from last year’s ‘self-release’ function, UCAS have released a new feature called Clearing Plus which will be available from early July until the end of August.
It’s that time of year when we would normally be rolling out the well-practised routine of HE Fairs, UCAS Exhibitions and Open Days for students applying for university entry in 2021.
As a working class minority ethnic undergraduate student, I noticed the lack of representation on my ancient history course, but it wasn’t until I started my role as a Widening Participation Graduate Intern.
‘Service children’ or children from ‘military families’ are the terms used to refer to children in schools or colleges with a parent or parents who currently serve in the armed forces or have served in the last six years.
The percentage of 16-17 year olds recorded in education and training within England, as at March 2019, was 93%.
As the January 15 UCAS deadline has passed and universities across the country are busy processing offers.
Over the last five years there has been a spike in university outreach activities and programmes available for secondary schools and colleges to partake in.
With as little as 12% of care leavers entering higher education we should all be looking at ways in which we can support looked after children (LaC) from an early age.
Choosing which path to pursue after sixth form or college can be a stressful time for students.
Taking part in a Widening Participation programme was one of the best things I decided to do over the summer of 2017.
“Contextual admissions” is currently something of a hot topic in higher education.
The Office for Students has launched a new website for prospective students called Discover Uni.
Students usually begin the process of applying for university in the last two years of school and teachers play a key role in supporting this process.
As someone who has answered hundreds of phone calls in the past from students on A level results day.
Two new apps have been released by the Universities Minister in a bid to simplify the wealth of information surrounding university and career choices for students.
the Russell Group launched a new interactive website to host its Informed Choices guide.
In this post, Anais Banag, a fourth-year law student at Edinburgh Law School, shares her experience of being involved with ‘Access to the Professions’.
One of the subjects we’ve been asked about most just recently is Degree Apprenticeships. What are they? Are they right for your students? And how do your students apply for them?
It might be argued that writing a personal statement is something of a guessing game. Students know very little about those who will read it.
The name of the test which many universities require applicants to take for their medical and dental degree programmes has changed from the UKCAT (United Kingdom Clinical Aptitude Test) to the UCAT (University Clinical Aptitude Test).
When encouraging young people to pursue higher education, in whatever form that might be, we’re often faced with a barrage of questions asking how, and more importantly why, they should do so.
We hope that you find our free Advancing Access resources useful. As we are not the only provider of higher education advice and information, we thought that we would present you with a summary of some of the best other sources.
If ever there’s a situation where universities and schools are talking a different language when it comes to a given topic, we see part of our job as being the interpreter.
The first article in a blog is rarely the most interesting one – I dare say that this will be no exception…
