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In real-time or in
your own time?
Delivering tailored skills
support to distance learners
LILAC 2018
University of Sunderl...
University of
Sunderland
NE coast of England
(London and Hong Kong)
7000 off campus
(approx.19,000 students)
89% TNE
11% D...
Timeline of Skills Support
for distance learners
Initiate planning
conversations with
programme leaders
Clearly defined &
articulated Skills Offer
Circulated to academic
p...
Initiate planning
conversations with
programme leaders
Clearly defined &
articulated Skills Offer
Circulated to academic
p...
Asynchronous Skills
Asked about the best way
to find
• a peer reviewed
journal article – 84%
• A specific newspaper
articl...
Asynchronous Skills
Webinars &
Recordings
3 Webinars
• Welcome/induction
• Advanced Searching
• Academic writing & critical
thinking
188 atten...
Interactivity & Engagement
Webinar feedback
“Extremely useful webinar. Especially the bit
about additional characters to a...
Transnational
Education
Material on library web pages
• Online induction video playlist
• Study Skills Guides
• Skype (one...
Conclusion
“ Instructors must examine course
content, learner motivation and needs, and
learning outcomes before deciding ...
In real-time or in your own time? Delivering Tailored skills support to distance learners - Young
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In real-time or in your own time? Delivering Tailored skills support to distance learners - Young

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In real-time or in your own time? Delivering Tailored skills support to distance learners - Young

  1. 1. In real-time or in your own time? Delivering tailored skills support to distance learners LILAC 2018 University of Sunderland Library & Study Skills Distance Services Librarian LEANNE YOUNG
  2. 2. University of Sunderland NE coast of England (London and Hong Kong) 7000 off campus (approx.19,000 students) 89% TNE 11% Distance Learning
  3. 3. Timeline of Skills Support for distance learners
  4. 4. Initiate planning conversations with programme leaders Clearly defined & articulated Skills Offer Circulated to academic programme teams
  5. 5. Initiate planning conversations with programme leaders Clearly defined & articulated Skills Offer Circulated to academic programme teams
  6. 6. Asynchronous Skills Asked about the best way to find • a peer reviewed journal article – 84% • A specific newspaper article – 21% • Case law – 53%
  7. 7. Asynchronous Skills
  8. 8. Webinars & Recordings 3 Webinars • Welcome/induction • Advanced Searching • Academic writing & critical thinking 188 attendees Sept/Oct • 173 PGCE or Education
  9. 9. Interactivity & Engagement Webinar feedback “Extremely useful webinar. Especially the bit about additional characters to allow for quick searching of multiple variations of a term.” “Thanks to everyone for this webinar. It has really improved my understanding of what is required of me ” “Great to know you can link to google scholar very useful tips! thanks!”
  10. 10. Transnational Education Material on library web pages • Online induction video playlist • Study Skills Guides • Skype (one-to-many) • Materials for partners 2016/17 4 Skype sessions – 100 students 2017/18 6 Skype sessions – 155 students
  11. 11. Conclusion “ Instructors must examine course content, learner motivation and needs, and learning outcomes before deciding on the types of interaction to be woven into the course work Watts, L. (2016) Synchronous and asynchronous communication in distance learning: a review of the literature, Quarterly Review of Distance Education, 17 (1) pp.23-32 ”

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