Abstract

Like so many institutions, the LJMU PG Certificate in Academic Practice (PGCAP) delivery team had to review and revise content and teaching approaches during the 2020/21 academic year. Evidence-informed and practice-led, the programme forms part of an integrated framework that supports the academic development of staff from an emergent role to an experienced teacher. Providing a programme, which reflects the experiences of academic staff teaching online, was an important factor in how the PGCAP programme team developed the 2020/21 offer. There was a plethora of areas, which had to be considered: student and tutor digital capability; cohort familiarity (or lack) with LJMU systems and approaches; opportunities for engagement with the broader cohort, as well as disciplinary based colleagues. Taking account of these issues, the team developed an online approach which sought to maximise student-tutor and student-student interactions. In delivery, this was achieved through tutor co-delivery of sessions, incorporation of a variety of expert internal contributors and enhanced discussion opportunities within sessions.

During the review, it was crucial to ensure the course content was accessible and promoted reflective practice. Aligned with this, given the potentially isolating nature of teaching during a pandemic for those new to HE or LJMU, the team were focused on ensuring that connections between PGCAP staff and students could be established and maintained. For all staff, but particularly for those new to teaching, there can be negative emotions associated with teaching online (Regan et al. 2012; cited in Badia et al, 2018). The PGCAP programme team wanted to provide a positive and inclusive learning experience, elements of which the students could replicate within their own teaching. The frequency and role of the disciplinary Peer Learning Groups (PLGs) was raised across the programme, with additional meetings scheduled across the academic year. Student feedback indicates the success of this change:

I think the sense of community has been really useful - especially during lockdown. The consistency of a peer learning group works well as you get to know your peers a bit more…’ (LJMU Post-Graduate Taught Survey Report, 2021)

This approach has been further modified as we move into an active blended learning model for 2021/22, giving ‘equal priority to signalling to the student that they learn both within the class and outside of it’ (LJMU Active Blended Learning Policy, 2020). This session will outline the ways in which the LJMU PGCAP was adapted to reflect the move to solely online delivery last academic year. The challenges the PGCAP team faced in designing and delivering the programme and the lessons learnt will also be highlighted, alongside plans for further development of the programme in 2021/22.

References

Badia, A., Garcia, C. and Meneses, J. (2019) Emotions in response to teaching online: Exploring the factors influencing teachers in a fully online university. Innovations in education and Teaching International, 56:4, 446-457, DOI: 10.1080/14703297.2018.1546608

Liverpool John Moores University (2021) LJMU Post-Graduate Taught Survey Report. Liverpool John Moores University

Liverpool John Moores University (2020) Active Blended Learning as a Response to Social Distancing Measures. Liverpool John Moores University

Expected outcomes of this session:

Through relatively simple adaptations, a programme can flex to new ways of working
The importance of reflecting the UG and PG student experience back to PGCAP students (i.e. academic staff)

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