Enhancing Online Postgraduate Orientation: Action Research into Improving Engagement, Belonging, and Support
DOI:
https://doi.org/10.56433/xehwpq41Keywords:
Orientation, Transition, Asynchronous, Postgraduate Taught, Action ResearchAbstract
This case study reports an action research project at Abertay University evaluating and enhancing an orientation module for fully online, asynchronous postgraduate taught learners. Using a mixed methods design, the study analysed 172 student enquiries to the Support Enquiry Zone (SEZ), surveyed 54 students, and planned follow-up interviews which, despite expressed interest, yielded no attendance, highlighting the methodological challenges of engaging asynchronous cohorts. Findings revealed three key areas for improvement: (1) academic flexibility and clarity around mitigating circumstances and assessment procedures, (2) navigation and timely access to orientation and university systems, and (3) opportunities for interaction to foster a sense of belonging.
Targeted updates were implemented, including multimedia guides on extensions and feedback, programme-specific discussion spaces, enhanced information on support services, and earlier release of orientation content. Further refinements addressed structural clarity through revised academic regulations, clearer assessment communication, and time-zone alignment tools within the virtual learning environment. Framed through the Community of Inquiry (CoI) framework (Garrison et al., 2000) and Moore’s (1993) Theory of Transactional Distance, these interventions sought to reduce structural and communicative barriers while strengthening teaching, cognitive, and social presence.
The next phase adopts a continuous improvement model informed by student feedback, engagement analytics, and sector guidance. In alignment with JISC’s Global Education and Technology: Digital Challenges Associated with the Effective Delivery of Transnational Education (2025), future developments will focus on digital sustainability, equitable access, and data-driven benchmarking to support international online learners. The study concludes with reflections on researching asynchronous populations and offers practical recommendations for academic developers and institutional leaders seeking inclusive, pedagogically coherent, and digitally sustainable orientation practices for online postgraduate education.
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