Abstract

Distance Education (DE) is seeing increasing demand (Forte et al, 2016) and is a format which makes access to education more inclusive (Surdick, Bockes and Wong, 2021 in Agyekum et al 2023). This research investigates student voice for DE to inform inclusive practice and design. There is a need for a more specific focus on the lived experience of DE students who are likely to be from a different demographic to on campus students (Otto, Kleinesper and Preuß, 2024) and are likely to have a greater extent of intersecting needs and experiences.

Much established literature compares DE provision to traditional, full-time on campus provision, Bernard, Borokhovski et al (2019) discuss that to move forward in researching flexible learning courses, comparisons to on campus provision is not helpful. There is a lack of literature relating to non-traditional students (Thomas, 2015) and DE students’ lived experiences have often been overlooked (Levy, 2015). By extension student voice in distance education is under researched (Healey, 2017). Replicating student voice processes that are in place for on campus students is not necessarily what is best for students studying at distance.

This research is focused on student voice as part of a wider research project exploring sense of belonging in DE at the University of Sunderland. Outcomes from this research will include a better understanding of DE students and practical tips for effectively designing and implementing student voice for DE students. The research design uses a mixed methodology combined by an Interpretative Phenomenological Analysis approach to gain insight and perspectives on DE students' personal experiences of learning and student voice. This is underpinned by Stenhouse (1975) and Freire (1970) by seeking to do research with participants, rather than to them. Having stakeholders (DE students) who are not normally part of the decision-making process makes findings more relevant (Reason and Bradbury, 2006, in Fulton et al 2013, p197).

The presentation will initially cover the approach to student voice taken at the University of Sunderland as part of the International Initial Teacher Training programmes. It will then move on to the co-creation, with DE students, of a questionnaire including preferences for student voice that was completed by 305 students in and from 61 countries worldwide covering nine different subject areas including Computer Science, Psychology and Management. The initial results and conclusions will be discussed. Follow up interviews are planned for December 2025/January 2026 with project concluding by April 2026. . Outcomes from this research will include developing a model for student voice for DE students which will enable universities to work more collaboratively with DE students and co-create effective learning experiences.