Abstract

learning practices can be rendered more challenging by working remotely and asynchronously with trainees across different time zones.

The 2020 move to redeveloping modules based on the principles of instructional design led to a review of the types of learning opportunities presented by our modules. We moved to an approach where teaching is broken down into weekly thematic units to support acquisition, discussion, investigation, collaboration, practice and production to meet learning outcomes.

However, we were conscious of an existing gap in opportunities for student engagement and community-building: even using reVIEW for webcasting meant that the experience was still very tutor-led with student interaction limited to text-based live messaging. Microsoft Teams meant that we were able to introduce face-to-face elements into the module. I decided on a ‘coffee shop’ theme, promoting it as the opportunity to come and talk to us each week, the same way we would if we were on campus after a lecture.

Module feedback has shown just how much students valued this opportunity and it is now built in to all of our modules.