‘Life changing, transformative and poignant’: The student experience and the online pedagogy of care

Reflecting on the quality and impact of the largest and most successful online course in our institution was the starting point for the research reported in this study. Our project’s aim was to assess the quality of our provision with reference to the lived experiences of some of our former students. We had two interrelated research questions. The first solicited information concerning the impact of our course on our students; the second sought insights into how they experienced shifts in identity and their sense of self during the course. Data was collected in the form of autobiographical essays (c.1000 words each), guided by written questions and prompts. Fifteen narrative accounts of student journeys, written by alumni from Manchester Metropolitan University’s MSc/PGDip in Psychology (Online) Conversion Award, were analysed using thematic analysis. Analysis uncovered a four-stage model of the online student journey: (i) Anticipation, when students grapple with anxiety and uncertainty as they anticipate whether the course is right for them; (ii) Belonging, (subthemes of: online environment; staff support and peer support) when students settle into the course and begin to find a sense of inclusivity and fellowship within a supportive community; (iii) Transformation, involving a series of turning points and revelatory moments, and (iv) Reflection, when students look back on their journey with newfound confidence, pride and an altered sense of identity. Our model captures the essence of the online student journey, marking a powerful evolution from uncertainty to empowered achievement. Our findings demonstrate how attending to a specifically online pedagogy of care can nurture the transformative educational experiences of online students.