Figure 1
An Open University representation of a study journey (Open University, 2017).
Figure 2
A Kapi’olani Community College representation of a student journey (Kapiolani College, 2017).
Figure 3
An example of a text-based vignette (Gourlay et al., 2014).
Figure 4
The Our Journey tool, available at https://ourjourney.ac.uk/.
Table 1
Barriers arising from interviews.
| SKILLS-RELATED BARRIERS | COURSE-RELATED BARRIERS | ENVIRONMENT-RELATED BARRIERS |
|---|---|---|
| Low level of study skills, e.g. referencing, time management | Assessment stress, especially exams and presentations | Feelings of not belonging |
| Managing high expectations and disappointment | Working to deadlines | Environments where not safe/in control (i.e. hallways, classrooms) |
| Feeling out of depth | Anxiety around using forums | Feeling powerless |
| Lack of skills in managing mental health | Collaboration and groupwork | Comparing self to others |
| Difficulties concentrating | Cognitive load and frustration of not understanding | Stigma and fear of speaking out |
| Low self-esteem | Distressing/triggering curriculum content | Isolation |
Figure 5
Vignette representing Vanessa’s journey.
Figure 6
Vignette representing Andrew’s journey.
Figure 7
Vignette representing John’s journey.
Figure 8
Vignette representing Gemma’s journey.
Figure 9
Vignette representing Angie’s journey.
Table 2
Staff role representation in focus group events.
| EVENT | LECTURERS | TUTORS | LEARNING DESIGN | STUDENT SUPPORT | STUDENTS | LEADERSHIP | EQUALITY & DIVERSITY | OTHER | TOTAL |
|---|---|---|---|---|---|---|---|---|---|
| England | 13 | 6 | 6 | 7 | 5 | 1 | 4 | 6 | 48 |
| Scotland | 0 | 4 | 0 | 0 | 2 | 1 | 2 | 0 | 9 |
| Online | 10 | 11 | 6 | 11 | 1 | 5 | 2 | 13 | 59 |
| Total | 23 | 21 | 12 | 18 | 8 | 8 | 7 | 19 | 116 |
Table 3
Mental health barriers and learning design considerations.
| BARRIERS | CONSIDERATIONS |
|---|---|
| Cognitive load of studying when in low mental health | Breaking up heavy reading with multimedia, graphics and frequent activities |
| Distressing or triggering content | Embedding activities to teach emotional resilience in studying distressing subjects |
| Isolation in between modules and study activity | Modules signposting to ‘bridging materials’, accompanied by community forums |
| Anxiety around using forums | Including in module material activities to build confidence using forums |
| Stress and time management at the end of modules | Signposting in module materials around which sections can be skipped or skimmed if short of time |
| Anxiety around groupwork | Activities and training in modules about how to collaborate |
| Low confidence in study skills | Explicitly teaching study skills such as time management, referencing, note-taking and essay writing |
| Exam stress | Embedding material and activities on managing exam stress in modules |