Designing for Wellbeing: An Inclusive Learning Design Approach with
                        Student Mental Health Vignettes

Lister, Kate; McFarlane, Ruth

doi:10.5944/openpraxis.13.2.126

Cited by 14 publications

(18 citation statements)

References 40 publications

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“…By using the vignettes from the student data, rather than generating vignettes based on our own biases or assumptions, we ensured the vignettes were authentic and aligned to the students' current place and time. We also hoped the display of vignettes would help normalise the challenges students expressed in the survey, as students could see others may have shared experiences and they were not alone (Lister & McFarlane, 2021). The vignettes were further designed to spark students' reflection on the ways WIL practices could become more inclusive to students with a disability.…”

Section: Methodsmentioning

confidence: 99%

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Finneran¹

2022

APUBS

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As highlighted through the COVID-19 pandemic, technology plays a key role towards the goal of equitable higher education. In this paper, we focus on the role of technology in supporting inclusive work-integrated learning (WIL) placements for students with a disability. We present three student vignettes, generated from survey data of the perceptions and experiences of students with a disability in WIL (n=132). We used these vignettes in follow-up focus groups (6 focus groups, n=27) which explored students’ ideas on how technology could better support students. From our data, we discuss students’ conceptualisations of how potential technological solutions could improve WIL, across both the mode of WIL offered (e.g., online), but also towards supporting deeper relationships and improving the personalisation of WIL. We conclude by recommending greater collaboration between WIL practitioners and learning technologists to explore the role of technology in creating inclusive WIL experiences.

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Section: Methodsmentioning

confidence: 99%

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Finneran¹

2022

APUBS

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“…There were limitations to this study. This study sought student voices, meaning the voices of Open University staff were missing, although staff voices were prioritised in an earlier phase of the overall study (Lister, 2021;Lister and McFarlane, 2021). Furthermore, low 10.3389/fpsyg.2023.1076985 Frontiers in Psychology 13 frontiersin.org response numbers were received from certain demographic groups, such as Black or ethnic minority students, meaning their experiences are not adequately represented, their voices not sufficiently heard.…”

Section: Limitationsmentioning

confidence: 99%

Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning

et al. 2023

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Student mental wellbeing is increasingly a priority for universities, and this is particularly critical in a distance learning context. Studies have found that studying, academic pressure, university culture and systems can affect students’ mental health. There are increasing calls for universities to take a compassionate, holistic approach to supporting student wellbeing, and identify the barriers that are created by university cultures, systems, pedagogies, curricula, tuition and assessment practices. This study aimed to identify barriers and enablers to student mental wellbeing in distance learning, and students’ recommendations for changes to be made. Using a student survey (N = 584), we identified that assessment and life circumstances were the most significant barriers, while the greatest enablers were building study skills, the people in students’ lives, and curriculum and module content. The study revealed significant demographic differences in how students experience barriers and enablers, and how likely they feel they are to benefit from solutions. Students with disclosed mental health difficulties were consistently more likely to experience barriers than students without a disclosure, while enablers were experienced by all demographic groups. The study concludes that assessment should be prioritised as an area for action.

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“…Building on Riva's (2020), Lister et al's (2021), and Lister and McFarlane's (2021 research, this paper presents and comparatively evaluates two participatory studies from different United Kingdom higher education institutions, aiming to support student mental wellbeing in higher education using online and technology-based approaches. Both aimed to provide holistic, proactive and inclusive digital solutions that addressed barriers to wellbeing students had experienced.…”

Section: A Tale Of Two Studiesmentioning

confidence: 99%

“…Sixteen subproject ideas were identified, seven subprojects went ahead, and five subprojects were completed successfully. The full methodology and findings of these focus groups are described in two other publications (Lister and McFarlane, 2021;Lister, in press).…”

Section: Mental Wellbeing In Distance Learningmentioning

confidence: 99%

Participatory digital approaches to embedding student wellbeing in higher education

Lister

Riva²,

Kukulska‐Hulme³

et al. 2022

Front. Educ.

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Student mental health and wellbeing are critical topics in higher education. In response to broader societal shifts in thinking around mental health and wellbeing, there are calls for universities to take a more proactive and holistic approach, working in partnership with students to embed mental wellbeing throughout learning, tuition and curricula. This paper presents two participatory projects from different United Kingdom higher education institutions, both of which took holistic, proactive and inclusive approaches toward supporting student mental wellbeing in higher education, using online and technology-based approaches. The first project is the digital “Wellbeing Pedagogies Library” at the University of Warwick, a digital repository co-designed with students to foster the sharing of pedagogical practices that support student wellbeing, and to offer a practical support to students and staff who want to create and/or sustain wellbeing-inducing teaching and learning environments. The second project is the “Mental Wellbeing in Distance Learning” project at the Open University, which piloted five digital subprojects, led by different practitioners in partnership with students, aiming to address barriers to wellbeing in different aspects of distance learning. This paper presents the participatory methods and approaches from each project, explores stakeholders’ perceptions of the value that participatory approaches added to the projects, and comparatively evaluates the projects’ outcomes in order to draw conclusions that can inform future participatory research. In doing so, it explores different types of participatory approaches that can be taken in different contexts, and how terms such as “holistic,” “proactive,” and “inclusive” may be interpreted and applied in practice. Drawing on the findings, it posits that participatory approaches and partnerships with students should be considered a priority when designing digital resources, interventions and solutions to support student mental wellbeing.

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Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes

Cited by 14 publications

References 40 publications

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Technology’s Role in Inclusive Work-Integrated Learning for Students with a Disability

Assessment, life circumstances, curriculum and skills: Barriers and enablers to student mental wellbeing in distance learning

Participatory digital approaches to embedding student wellbeing in higher education

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