{"id":7801,"date":"2021-03-17T10:42:57","date_gmt":"2021-03-17T10:42:57","guid":{"rendered":"https:\/\/hfdwhdev.15.phee.host\/blog\/digital-campus-culture-karlstad-universitys-method-follow-a-distance-student\/"},"modified":"2021-03-17T10:42:57","modified_gmt":"2021-03-17T10:42:57","slug":"digital-campus-culture-karlstad-universitys-method-follow-a-distance-student","status":"publish","type":"post","link":"https:\/\/hfd.phee.dev\/en\/blog\/digital-campus-culture-karlstad-universitys-method-follow-a-distance-student\/","title":{"rendered":"Digital Campus Culture: Karlstad University’s Method “Follow A Distance Student”"},"content":{"rendered":"

As we look back on one year of remote learning in higher education due to Covid-19, it is time for a recap. What modes of teaching work and how are the students doing? This month, we focus on Digital Campus Culture<\/a><\/u>, asking the question: What have we learned so far and what can we learn from each other? Karlstad University (Sweden) established a method to identify and focus on the needs of distance students.<\/strong><\/p>\n

In 2014, Karlstad University started implementing \u201cFollow a\u2026\u201d<\/strong> \u2013 a method for organisational development created by the University based on service design methods. The purpose of conducting projects using this method is to get a comprehensive idea of user experience<\/strong> in various processes by putting the user front and centre and looking at the bigger picture. The findings can then be used for modifications that take the user\u2019s needs and context into account. The \u201cFollow a\u2026\u201d method has been utilised to follow students, teachers, administrative staff, new employees, PhD students, and students within the scope of widening participation<\/strong>, to name but a few. Vinnova<\/a><\/u><\/strong> and the Swedish Council for Higher Education<\/u><\/strong><\/a> have both funded studies based on the \u201cFollow a\u2026\u201d method.<\/p>\n

In the spring of 2020, Rethink:KAU<\/strong><\/u><\/a> conducted the project Follow a Distance Student, where we spent five weeks following 30 students<\/strong> during their distance studies.<\/p>\n

Method<\/h2>\n

The method\u2019s starting point is to define the group to study and find the individuals. For a few weeks, we have the students record their experiences in a digital diary<\/strong>. We follow up with an in-depth interview<\/strong> to get a better understanding of their experiences.<\/p>\n

Before we try to find out what the students need, we make an illustration<\/strong> to visualise the experiences on a group level<\/strong>. We use that illustration as input for a workshop where students and staff identify the students\u2019 needs. We continue that workshop by collectively generating a large number of ideas on how to meet those needs.<\/p>\n

In the agile development that follows, we create concepts, prototypes, and new processes or products<\/strong>, all of which we continually test with the students. The tests are very important for us to verify and improve development.<\/p>\n

When we have a product that we know meets the needs of the students, it is launched as a service to all students. Finally, we need to mention the importance of involving the people who are going to receive and manage the service after the project has ended. <\/p>\n

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Findings: Three impactful areas<\/h2>\n

The student experiences recorded in Follow a Distance Student<\/strong> quickly revealed three impactful areas in terms of the students\u2019 ability to complete their studies: \u201cFeeling alone\u201d, \u201cTechnology use\u201d, and \u201cUnderstanding distance learning\u201d.<\/p>\n

Feeling alone<\/h3>\n

The student experiences reveal that they feel alone<\/strong> in various ways. One aspect is not being part of a social context, and another is feeling isolated in their studies without the possibility of running thoughts and ideas by fellow students.<\/p>\n

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\u201cAs a distance student, your classmates <\/strong>are so important. If it hadn\u2019t been for the connection I had with them, I would have just been on my own at home most of the time with no one to discuss things with. That would have had an adverse effect on my performance.\u201d<\/p>\n<\/blockquote>\n

Another form of feeling alone is related to teachers. Distance students say that teachers tend to end lectures or other digital meetings by asking, \u201cAre there any questions?\u201d <\/strong>Students are not always comfortable asking questions in front of the class, which often leaves email as the only way to communicate with the teacher. Not knowing when to expect an answer to their question can trigger feelings of being alone in the students.<\/p>\n

Technology <\/h3>\n

The students\u2019 experiences revealed another impactful factor for study completion, and that was distance education technology. The experience is influenced by several factors, such as the teacher\u2019s use of technology, the educational purpose<\/strong> behind the technology selection, and the teacher\u2019s digital prowess. Students say that when a teacher seems insecure about technology<\/strong>, it affects the students\u2019 overall confidence in the teacher\u2019s knowledge of the discipline.<\/p>\n

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\u201cThe teacher isn\u2019t digitally proficient. It\u2019s a fun course, but it\u2019s frustrating not to be able to benefit fully from the components.\u201d<\/p>\n<\/blockquote>\n

Students also say that understanding the layout and structure of the learning platform <\/strong>Canvas is a key factor. Concern about missing out on learning materials or information about important dates is a source of stress and the result of variations in how individual teachers use Canvas structures.<\/p>\n

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\u201cI think the distance format makes is especially stressful. There is more riding on finding everything immediately and not missing any info. I just can\u2019t be sure that I\u2019m on top of things.\u201d<\/p>\n<\/blockquote>\n

Many students also record negative experiences that result from stress related to communication tools<\/strong>. Different groups use different digital communication tools, which also causes stress and concern about potentially missing information.<\/p>\n

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\u201cOne thing that comes to mind is how we use different communication tools depending on which group we are in. It\u2019s usually Skype or WhatsApp along with Google Drive. It can be confusing to try to remember which group communicates where.\u201d<\/p>\n<\/blockquote>\n

Understanding distance learning<\/h3>\n

The University offers several forms of distance education, and the structure and requirements associated with the courses are not always clear to the students. Some courses have mandatory attendance certain days, or mandatory group projects. The disconnect<\/strong> between student expectations and course structure is a source of frustration and negative experiences.<\/p>\n

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\u201cOne of the many advantages with distance studies is the flexibility<\/strong>. To me, it translates to more time with my family. However, flexibility can cause clashes, too. There\u2019s a person in my group who wants to meet in the evenings because they have a full-time job, whereas I want to do my coursework during the day.\u201d<\/p>\n<\/blockquote>\n

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Needs and ideas<\/h2>\n

Based on these experiences, students and staff have collectively identified the needs represented and come up with ideas for how to develop distance education at Karlstad University.<\/p>\n

Examples of needs identified in the project:<\/strong><\/p>\n