The challenge
At a predominantly hybrid university, most courses were postgraduate with limited in-person attendance, assuming that students were confident independent learners with little need for peer interaction. However, start-of-term workshops that I designed, covering effective note-taking and assessment, highlighted that many students lacked foundational study and digital learning skills. This was impacting their ability to learn remotely and therefore grades.
My intervention
I set out to improve students’ academic confidence and competence by developing a flexible, accessible programme that would address gaps in study skills, promote digital fluency, and foster collaborative learning in a low-contact environment.
I initiated and led the development of an online Study Skills programme based on insights gathered from student focus groups. I recruited two academics and two librarians to co-create socially active learning content with me and a colleague. To make the programme engaging and sustainable, I introduced monthly, student-led hybrid workshops focused on digital study tools. Each session followed an inquiry-based model, requiring students to research, collaborate, and problem-solve as a group. I also embedded the workshops within the virtual learning environment (Moodle), enabling continued peer-to-peer learning via forums.
The outcome
The sessions were consistently fully booked, with students continuing discussions and problem-solving activities beyond the live sessions. The initiative gained traction among teaching staff, many of whom began attending workshops to collaborate and learn alongside students. The programme enhanced students’ digital confidence, promoted active learning, and helped shift institutional assumptions about peer-led learning and postgraduate support needs.