Learning is a social act by itself. Interactions with peers and teachers are essential part of student learning via maintaining engagement and motivation, but it is a big challenge in an online environment. To overcome this challenge, I led a number of initiatives to improve student experience by creating a sense of community in a digital learning world:
Pharmaceutical Medicine Program Network for career development and self-management: I led the initiative and development of a Moodle site specifically used as a program-wide network platform for current students and alumni in 2015, which provides a networking opportunity for all students in the program across different courses, year levels and alumni. The Network site has since attracted over 70 active members. The aims are to provide ongoing assistance to 1) students’ career development and 2) improvement of self-management skills. In the career information section, students can communicate through an interactive forum while accessing advisory pieces on job search, CV, cover letter and interview skills, and learning about the various roles in pharma industry, recruitment agencies and professional societies. Another advantage for current students is to enable them to communicate directly with alumni for career advice and potential opportunities. As such, we have advertised ~120 jobs through the network with many of them from alumni working in pharma industry. Recent successes in student’s job application and promotion include a Clinical Research Associate in PSI CRO AG, a Medical Monitor in Novotech, a promotion to Executive Specialist Representative at Bristol-Myers Squibb. This site has also a section on self-management and student wellness, offering information on a wide range of topics, including the DVC’s initiative on self-management, goal setting, scheduling time, study strategies, procrastination and motivation management, assessment feedback and reflection, balancing life, mindfulness and emotional management. For example, we have set up a COVID-19 Self-help forum to share and support each other while working or studying from home during the pandemic.
Virtual and face-to-face gatherings: To create social occasions for an online program, I have led the organization of student-staff meet-and-greet sessions annually since 2015. With the help form School Education Support team, we invite new and returning students and guest lecturers for catered on-campus or off-campus gatherings every year. We have also arranged short tours to the research labs in and around SoMS when on campus. The gatherings have become a popular social event of the program, which improves students’ sense of community, social engaging and inclusive culture in the program. During the COVID pandemic, I organised and facilitated a virtual gathering for at the beginning of this year for students to catch up with each other, get updates on the program and courses from the Deputy Head of School (Teaching), Head of Department, Course Convenor and guest lecturers. I also liaised with the Faculty Wellbeing Officer to provide essential information and contacts of relevant services. The students are appreciative and requested for a face-to-face session later this year, which is listed in my plan.
Engaging and effective asynchronous online discussion forums: This is one of the most popular learning activity that I have ever developed and implemented to enhance the engagement of distance learning students. Specific asynchronous online forums are set up for each of the course sections with set topics that are related to the learning objectives of the section. Students can also bring up their own topics as long as they are relevant. Course convenor and guest lecturers are the instructors and facilitators for these forums who check in on weekly basis to interact with students. Student are assessed on their contribution and peer interactions. The popularity of this learning activity is reflected by frequent positive comments from students in myExperience reports across all courses: “The discussion forum is quite good in a sense that a defined topic is covered” (PHAR9111, 2017), “The best things about the course: Learning provided via Discussion Forum” (PHAR9120, 2018), “It was great to see the lecturers regularly contribute to the discussion forums, again challenging my thinking” (PHAR9114, 2019), “there is plenty of time post the end of the lecture series to focus on completing discussion forums” (PHAR9111, 2019), “It is good that the discussion forum posts have been reduced to 1 per topic” (PHAR9121, 2019), “Learning not only from the lecturers but also from peers from many different locations and backgrounds” (PHAR9114, 2020), “The best elements of studying online: Forum discussions” (PHAR9120, 2020), “Best things about the course: Discussion forum”, “discussion forums allowing students to give insight into various topics with respect to their profession” (PHAR9121, 2020).