Do Live Writing/ Study Sessions for At-Risk Students, in an Online, Distance Learning Environment, Demonstrate the Same Benefits Documented for Face-to-Face Shared Writing Events?

Abstract

A recent project focussing on students studying an Arts and Humanities Access module at the Open University revealed that students in IMD Q1 are disproportionately more likely to ‘passively’ withdraw than their peers (i.e. not submit an assignment, not register with the university their intention to defer, ultimately leading to a ‘fail’ grade for that module: Lavery & Padley, 2022). Recent data shows a significant award gap for students studying Arts and Humanities modules who have a mental health need registered with the university. Colleagues were therefore motivated to assess whether the inclusion of synchronous, online, study and support opportunities, training students in the use of the Pomodoro technique, might support success for participants. This paper outlines the approach of two projects that applied techniques associated with group writing sessions, reflecting on whether their findings demonstrate similar benefits for participants in an online, distance learning environment as for those traditionally run in the physical space (i.e. writing retreats).