Perspectives on wellbeing, attainment and access

Welcome to the second issue of Open Learning for 2023, which focuses on papers broadly related to the key themes of wellbeing, attainment and access.

The articles presented within this issue adopt different methodologies, ranging from quantitative approaches using survey methods through to qualitative approaches, using focus groups. One notable element of the papers in this issue is the way in which the qualitative papers apply thematic analysis to gain insights into the different communities that are studied.

The issue begins with two papers that explore opportunities and challenges that relate to wellbeing and distance learning. The first paper by Lister et al. (2021), investigates barriers and enablers to student mental wellbeing in relation to distance learning. The study uses a narrative enquiry interview method to explore perspectives of students and tutors at The Open University, UK. One of the particular strengths of the work lies with its use of thematic analysis, which leads to the development of a taxonomic wheel, detailing study-related, skills-related, and environmental enablers and barriers to mental wellbeing. It is interesting to note that some enablers can also be barriers, and vice versa. The taxonomic wheel is a potentially useful tool for education practitioners who wish to prioritise mental health and wellbeing. The article also offers some helpful suggestions regarding administrative processes, and the importance of design and development of online spaces.

The next paper, an exploratory study by Jones et al. (2021), also focuses on wellbeing of distance learning students, specifically law students at The Open University, UK. Addressing a gap in literature, the study commences with a survey, and then progresses on to focus groups designed to gain an insight into how studying law at a distance can impact wellbeing. Descriptive analysis of data results in the identification of six key themes, including: reflections on study experience, balancing study with life and psycho-social implications.

The next paper, by Gemmell and Harrison (2020), moves onto a different theme, focusing on differential attainment among transnational students on a postgraduate online distance learning programme at the University of Manchester. Using admissions data from more than 700 students between 2010 and 2015, which includes demographic information, language of instruction of first degree, educational background and work experience, the authors carry out a detailed statistical analysis. Readers of this article may also be interested in Gemmell and Harrison’s comparative study of national and transnational students, published in Open Learning in 2017, which focuses on access to online materials and technical difficulties relating to online distance learning (Gemmel and Harrison, 2017). By way of further contrast, readers are also referred to earlier research published in Open Learning by Richardson (2010), who investigated student attainment, focussing specifically on students with disabilities

The penultimate paper in this issue, by Rai and Simpson (2020), offers a complementary perspective to the one that is shared by Gemmell and Harrison. Rai and Simpson (2020) explore identity and the awarding gap experienced by Ethnic Minority students at The Open University, UK by adopting a mixed-methods approach comprising statistical data, an online survey and semi-structured interviews. Of particular interest is the focus on three student case studies, highlighting the significance of personal educational histories as a method to gain a deeper insight into individual experience. The authors identify a number of themes emerging from the case studies in the context of relevant literature, including motivation, confidence, aspirations and expectations; engagement with educational support and advice; and external pressures including family and employment.

The final paper, by Johnsson et al. (2020), is a qualitative study focused on participant experiences of an autism-specific webinar and online support programme delivered to early childhood staff in Australia. Drawing on data from semi-structured interviews, the study explores the impact of the training programme and interaction with technology as well as barriers to access. It examines how technology can have a positive impact on addressing the gap in autism-specific learning and support, in particular, through the use of interactive webinars and individual online consultations. It is interesting to note that this article describes the use of a tool known as Adobe Connect, which may be familiar to some readers.

This issue concludes with a book review by Dodzi Amemado (2023), who reviews Transformative Teaching around the World, Stories of Cultural Impact, Technology Integration, and Innovative Pedagogy, edited by Curtis J. Bonk and Meina Zhu.

To complete this editorial, we would like to thank our hard-working editorial assistant, Vicky Cole, and Paola Trimarco, our book reviews editor; we wouldn’t have been able to prepare this issue without you. We would also like to sincerely thank all of our peer reviewers, whose contributions are always invaluable.