CROPSCon 2026

🔈Jenny Crow, University of Glasgow

📍Main Room - Room WCMUH 1202

Abstract: This PhD project aimed to gather student responses into what factors can influence belonging for Online Distance Learning (ODL) postgraduate students. These students can have different circumstances and motivations compared to undergraduate and or on-campus students. 

Peer relationships can assist with sense of belonging for postgraduate students (Dulfer et al., 2025) and ODL students value supportive peer relationships (Lightfoot et al., 2025).

 28 interviews were undertaken with postgraduate ODL students in the College of Medical, Veterinary and Life Sciences at the University of Glasgow. Phenomenography was used as the methodological approach, including semi-structured interview questions with probing questions. 

Key findings included: the importance of peers support, student participation and inclusion. Introductions and group work assisted peers in getting to know one another. 

There was an importance of spaces for peer connections for both academic and social interactions. ODL students were looking for a shared learning experience with peers, sharing their burdens and to give and receive empathy. 

Asynchronous and synchronous communication built and sustained peer relationships. There were obstacles in time zone and students’ having other commitments, which could lessen their peer connection. 

This presentation will share the background to this study, findings with illustrative quotes, observations and recommendations.

🔈Ibtehal Attaelmanan, Dr Henock Taddese, & Natasha Croome, Imperial College

📍Room A - Room WCMUH 1204

Abstract: This presentation explores the challenges experienced by mature, experienced students on the part-time Master of Public Health Online (MPHO) programme as they develop their own research ideas for their dissertations. Drawing on course evaluations, live session recordings and transcripts, student correspondence and teaching team reflections, the presenters identify a phenomenon they term ‘recursive inhibitions’: repeated cycles of uncertainty as students develop, refine and justify their research ideas and methods.

The presentation will explore how these inhibitions are often affective and emotional, emerging as students navigate the ‘liminal spaces’ between established good practice and expectations of quality within a new discipline. It will also consider programme-level initiatives designed to support students through these challenges and help them develop their projects with greater confidence.

The session will share emerging insights into supporting online postgraduate students through the complex and often uncertain process of developing independent research, while inviting discussion of how similar challenges might be addressed across other programmes.

🔈Dr Tamara Montrose, University of Manchester 

📍Room B - Room WCMUH 1205

Abstract: This presentation explores the potential of sensory enrichment (using auditory, visual and olfactory stimuli) to enhance wellbeing, engagement and belonging among online students. Drawing on approaches commonly used in animal welfare, where sensory stimuli such as music and video can reduce stress and promote positive behaviours, it considers how similar principles might be applied within online higher education.

The presentation will examine evidence that music, audiobooks, nature and animal videos, and other sensory experiences can reduce anxiety and loneliness, improve wellbeing and engagement, and help create emotional connections between students and their peers and educators.

With student anxiety, isolation and disengagement continuing to present challenges within online higher education, the session will consider sensory enrichment as a simple, accessible and potentially impactful approach to enriching the online learning environment. It will highlight practical examples and invite discussion about how sensory experiences could be incorporated into online postgraduate learning.

🔈Alexandra Norman, University of Exeter

📍Main Room - Room WCMUH 1202

Abstract: This session presented the findings of a qualitative study exploring how postgraduate students experience belonging within fully asynchronous online programmes, where opportunities for real-time interaction, cohort continuity and facilitated group work are limited. Seven students from a UK-based programme were interviewed, with data analysed using Reflexive Thematic Analysis.

The findings suggest that belonging was neither stable nor universally sought, but instead emerged through specific relational experiences, such as tutor recognition or shared challenges. However, the infrequency of these interactions meant that their impact varied considerably between students. For some, belonging remained largely absent without affecting their persistence, while for others, connection developed only after academic achievement.

The study's findings challenges assumptions that interaction naturally leads to community and, in turn, belonging. Instead, the same structural conditions that enabled connection for some appeared to encourage independence or withdrawal for others. The presentation will consider what this variability means for understanding and supporting belonging in fully asynchronous postgraduate education.

🔈Nick Jayanth & Dr Samantha Alvarez-Madrazo, Imperial College

📍Room A - Room WCMUH 1204

Abstract: This presentation explores the value of engaging online students and educators in the redesign of assessment. Drawing on a case study from the Master of Public Health Online (MPHO) programme at Imperial College London, it examines the experiences of students and educators across two statistics modules with similar fully online summative assessments.

Student focus groups were used to explore experiences of the assessments, the use of feedback and potential use of AI. The presenters will share the findings and demonstrate how student and educator dialogue has informed changes to assessment and feedback across both modules.

The session will highlight practical lessons from involving students in assessment redesign and consider how meaningful dialogue can support more effective and responsive assessment practices in online postgraduate education.

🔈Dr Kirstin Stuart James and Vandana Meerabai, University of Glasgow; & Dr Jane Hislop, University of Edinburgh

📍Room B - Room WCMUH 1205

Abstract: How do learners experience digital accessibility, and what can simulation approaches teach us about designing more equitable online learning environments? 

This presentation explores the intersection of simulation-based education and Universal Design for Learning (UDL). Drawing from a capabilities-informed simulation workshop that utilised the Inclusive Design Toolkit (University of Cambridge, n.d.), participants will explore and reflect on barriers and solutions that shape access to virtual learning. 

The session will demonstrate how immersive simulation can foster discussions around accessibility and will enable participants to better understand the realities of learners and to design for equitable participation. 

Attendees will gain insights into the use of simulation as an educator development tool, while considering practical implications for creating UDL-led digital learning environments

🔈Dr Hayley Connell, Professor Julie Langan-Martin, & Dr Fiona Sim, University of Glasgow

📍Main Room - Room WCMUH 1202

Abstract: This presentation explores the hidden curriculum of isolation experienced by postgraduate students studying online. While online learning offers flexibility, accessibility and global reach, students can also experience loneliness and difficulties developing a sense of belonging, with potential implications for wellbeing, engagement and academic success.

Drawing on previous research with online postgraduate students in the University of Glasgow’s School of Health and Wellbeing, the presentation will explore barriers to engagement including time constraints, shyness, time-zone differences and difficulties forming connections. Building on these findings, online focus groups with postgraduate students examined how isolation affects engagement and belonging, with particular attention to the experiences of students from marginalised backgrounds and those experiencing digital poverty.

The presentation will share emerging insights and consider practical approaches to reducing isolation, strengthening engagement and fostering a stronger sense of belonging within online postgraduate cohorts.

🔈Dr Harriet Thatcher, Daisy Bao, Dr Susan Morrow, Dr Andre Phillips, & Dr Ellie Devenish Nelson, University of Edinburgh, & Dr Kirstin Stuart James, University of Glasgow

📍Room A - Room WCMUH 1204

Abstract: This presentation explores the development of diversified pathways through the final year of two online, global MSc programmes at the University of Edinburgh Medical School. Introduced in response to student feedback, these alternative routes to a Master’s qualification have demonstrated strong progression and positive student feedback. However, questions remain about how well they meet student expectations and how best to support students when multiple pathways are available.

A PTAS-funded project was established to collaboratively develop student-focused best practice guidance for diversified online postgraduate curricula. The project combines a scoping review with focus groups exploring student and alumni experiences of traditional dissertation and alternative pathways, followed by co-creation of transferable guidance.

The presentation will share emerging findings from the project, including student and alumni perspectives on pathway choice and support, and explore how these insights can inform more responsive and inclusive curriculum design. Students and alumni will be represented as both participants and researchers, ensuring their voices remain central to the development of the resulting guidance.

🔈Dr Ellie Devenish-Nelson, Dr Carine Abraham, Dr Avita Rath, Nadia Niyonizeye, Dr Marije Hennus, Antonio Pedrotta, James Sinclair, Dr Jenna Fyfe, & Dr Magda Cerbin-Koczorowska, University of Edinburgh 

📍Room B - Room WCMUH 1205

Abstract: This presentation explores how alumni can contribute to the long-term impact of online postgraduate programmes, drawing on a University of Edinburgh Principal’s Teaching Award Scheme-funded project. 

Alumni offer a distinctive perspective on their educational experience, with the potential to inform learning, belonging and student experience beyond graduation.

Preliminary findings from surveys and semi-structured interviews suggest that institutional approaches to alumni engagement do not always align with alumni priorities. While some value maintaining professional networks, others are motivated by opportunities to support current students and contribute to the development of their former programmes.

The findings highlight a potential tension between centrally managed alumni engagement, often focused on philanthropy, and the programme-level relationships that alumni themselves find most meaningful. 

The presentation will consider how institutions can balance these approaches to sustain meaningful alumni relationships, strengthen belonging and create opportunities for alumni to contribute to the ongoing development of online postgraduate education.

🔈Dr Jessica Hancock, University of London

📍Main Room - Room WCMUH 1202

Abstract: This talk describes the introduction of Racially Inclusive Practice in Assessment Guidance (Campbell, 2023) to an online, postgraduate course in Learning and Teaching in HE. 

Racially Inclusive Practice in Assessment Guidance has been demonstrated to be effective as a way of supporting student success in assessment, especially for students of colour, but previously this has been in courses delivered face to face. 

This talk will describe the challenges and impact of providing this approach in an online context.

🔈Samantha Brink, University of Edinburgh

📍Room A - Room WCMUH 1204

Abstract: AI tools are swiftly becoming a predominant part of everyday life as pressure to adopt these tools steadily increases. With AI framed as essential for innovation and productivity, few understand both the benefits and the risks of using these tools.

Current AI literacy tests focus on tool knowledge and strategic use, but Critical AI Literacy (CAIL) should encourage analysis and critique of these tools. 

In this session, the presenter proposes a test that develops, and sustains, CAIL by combining behavioural activation with critical pedagogy, thus creating a reflective experience that sparks change.

 The test assists participants in routinely practicing CAIL while building an awareness of the many factors influencing these tools. 

🔈Anna Szajda & Jenny Husbands, Imperial College 

📍Room B - Room WCMUH 1205

Abstract: This lightning talk explores the online orientation and induction process for a Master of Public Health programme, with a focus on building student belonging and engagement from the outset. These are particularly important within a fully online cohort of working professionals, where opportunities for connection cannot be taken for granted.

The presenters will share their approach to programme induction, including the Programme Hub, student success sessions designed to address the hidden curriculum and support students from diverse educational backgrounds, and the involvement of current students as programme ambassadors.

Drawing on approaches tested and refined since the programme launched in 2019, the session will share practical strategies for building engagement from the start of an online postgraduate programme and invite discussion on approaches that can support belonging and student success.

🔈Ross Ranger & Emily Lazerwitz, University of the Arts London 

📍Main Room - Room WCMUH 1202

Abstract: Justice is more than a unit topic, a reading or a week on the learning calendar. At UAL Online, it informs every decision: a key requirement from course validation through to launch. 

In this lightning talk, the presenters will share how UAL Online embeds principles of climate, racial and social justice into each stage of our postgraduate creative course design, what this looks like in practice, and what it means for UAL courses. The session will also cover why the work doesn't stop at curriculum design: students are actively encouraged to strengthen and champion their inclusive learning environment, where every perspective is considered and every bias (including their own) is questioned. 

This habit of critical questioning is what UAL wants its students to carry forward into the systems they'll shape as professional creatives and beyond.

🔈Tim Hall, University of London 

📍Room A - Room WCMUH 1204

Abstract: This presentation explores the use of conversational AI to support learning across postgraduate Microcredentials at the University of London. As short, self-contained courses often undertaken by students with limited experience of the University’s VLE, microcredentials present a particular challenge for embedding AI-enabled support effectively.

The presentation will focus on how the tool is used in practice, including VLE onboarding and roleplay-based activities tailored to individual module content. It will consider how conversational AI can act as scaffolding within compressed learning windows, rather than as an additional feature.

Initial student feedback and staff observations will be shared, alongside emerging work exploring whether engagement with agentic AI relates to outcomes such as completion, satisfaction and progression. 

The session will invite discussion on how institutions are evaluating the impact of AI tools embedded within their educational portfolios.

🔈Nicola Brown, University of Abertay

📍Room B - Room WCMUH 1205

Abstract: Transition into fully online postgraduate study can be challenging, particularly for students who must navigate unfamiliar institutional systems, academic expectations and learning technologies before engaging with discipline specific content. 

This presentation shares findings from an action research project evaluating the introduction of a unified orientation module across fully online postgraduate programmes at Abertay University. Drawing upon student survey data and analysis of over 170 student enquiries, the project identified common barriers experienced during transition and implemented a redesigned orientation experience to address them. 

The evaluation demonstrated high levels of student satisfaction with programme organisation, institutional guidance and access to learning resources, alongside improvements in students’ reported sense of belonging. The project also identified practical enhancements that reduced administrative queries and improved consistency across programmes. 

The presentation will discuss how relatively small changes to orientation design can strengthen student confidence, belonging and preparedness for online postgraduate study, offering practical recommendations that other institutions can readily adapt within their own contexts.