When undergraduate students start their university course their timetable probably shows a selection of lectures, seminars and tutorials, and perhaps other sessions such as workshops and clinics. But how do they know what these are or what their role within them might be? Hubbard et al. (2020, p. 59–77) say that making the language of higher education clear and accessible to students is a key factor in enabling them to succeed. But Birtill et al. (2022) point out that there is no common language across institutions. This blog sheds light on how we can help students understand the terminology their institutions use to help them engage effectively in the sessions they attend.

Our project was conducted at the Open University, funded by the PRAXIS Scholarship and Innovation Centre. In the school where the study took place, all synchronous taught events were listed on the timetable as tutorials. So the project’s intentions were to look at what happened in these sessions to see if they were using the same format and to trial the use of a differently labelled session. The data was gathered from a year 2 childhood and youth studies degree module which had approximately 1,000 online distance-learning students enrolled; a mode of study identified as needing more ‘specially tailored’ learning experiences (Garratt-Reed et al., 2016, p. 2). The tutorial observations showed a wide range of different pedagogic practices being used. For example, in some sessions students were encouraged to discuss ideas and respond to each other’s comments; in others the focus was on the tutor delivering content. Informed by QAA (2022) guidance, which outlined the benefits of providing students with explanations of the terminology used in their modules, we included a taught session into the module timetable. This was listed as an assessment workshop rather than a tutorial, supported by a clear description of the session’s purpose and the expected student contribution.

Student feedback

• Clearer identification of the session’s purpose and expectations gave students confidence to interact with staff.
• The named session was perceived as being less stressful than the usual tutorials.
• Being given information about expectations supported students with mental health difficulties because knowing if they would be asked direct questions or not reduced anxiety.
• Neurodiverse students liked having greater detail about what their role in a session would be and knowing if they could interrupt or ask a question whenever they needed to.

‘As a result of the project findings, modules across the school revised their tuition strategies to offer students a range of named taught sessions with clear information about what would happen within these to try and create a closer match between students’ expectations and the experiences they receive.’

As a result of the project findings, modules across the school revised their tuition strategies to offer students a range of named taught sessions with clear information about what would happen within these to try and create a closer match between students’ expectations and the experiences they receive. The process also led staff to reflect on their practice, identifying the pedagogic approaches that they felt confident about and comfortable with, and matching these to specific sessions. Garcia & Nichols (2021) highlight the need for staff to recognise online platforms as digital spaces rather than delivery tools. The project led to professional development opportunities that supported staff to explore how they could develop new spaces such as writing workshops or discussion cafes.

Giving students information about what they can expect when they attend a taught session is not a revolutionary nor profound idea. But demystifying this aspect of the hidden curriculum could make more students feel included. Offering different opportunities for students to engage and interact with their learning can result in more a productive and fulfilling learning experience. It also requires us, as academics, to reflect on the assumptions we make about our institutional language and how this may be impenetrable for our students. So why not take a minute to think about what you think a tutorial is?

References

Birtill, P., Harris, R., & Pownell, M (2022). Unpacking your hidden curriculum: A guide for educators. QAA guidance. https://www.qaa.ac.uk/docs/qaa/members/unpacking-your-hidden-curriculum-guide-for-educators.pdf?sfvrsn=51d7a581_8

Garcia, A., & Nichols, T. P. (2021). Digital platforms aren’t mere tools – they’re complex environments. Phi Delta Kappan, 102(6), 14–19. https://doi.org/10.1177/0031721721998148

Garratt-Reed, D., Roberts, L. D., & Heritage, B. (2016). Grades, student satisfaction and retention in online and face-to-face introductory psychology units: A test of equivalency theory. Frontiers in Psychology, 7, 1–10. https://doi.org/10.3389/fpsyg.2016.00673

Hubbard, K., Gawthorpe, P., Fallin, L., & Henri, D. (2020). Addressing the hidden curriculum during transition to HE: The importance of empathy. In T. Hinchcliffe (Ed.), The hidden curriculum of higher education . Advance HE. https://www.advance-he.ac.uk/knowledge-hub/hidden-curriculum-higher-education   

Quality Assurance Agency for Higher Education [QAA] (2022). Student guide to the hidden curriculum.