Online and distance learners make up a unique portion of the student body, and they include students both permanently distance-based and temporarily distance-based. Some placement, study abroad, split-site, and fully distance-based students may also fall into the online learner category; even if they are not actively learning online, their engagement with the University, the Students’ Guild, and their Guild reps will all be digital. Often, specific circumstances inform a student’s location for learning, so it is critical to understand the background of the online and distance learners you represent in order to effectively work with and for them.

First, remaining innovative and curious is critical. Perhaps something about the traditional route does not work for these students, or perhaps they are required to be distance-based in order to fulfil programme requirements. If you are an onsite student representing distance learners, you want to ensure that your representation physically stands in when an email will not suffice, as that is often their main contact with other students and with staff.

Some basic questions to better understand your students and their needs are as follows:

• Are you required to be online at certain points in your programme, or is your study completely independent and self-determined?
• What does a typical week look like?
• Do you have opportunities for engagement and networking with other students?
• Do you engage with staff beyond email, and get support in meaningful ways?
• Are you aware of student support specific to distance learners?
• How does the University support placement students when their learning experience fluctuates so much?
• Do you feel included and integrated into the University?
• What are your needs, and what do you want to make sure I understand in order to represent you effectively?

Establishing routine opportunities for students to submit their concerns, ideas and thanks is also necessary, making it simple and straightforward for distance-based students to provide feedback in a mode that works for them. You can direct them to our Have Your Say page, and/or talk to them about other ways they would like to send us their views.

You will want to ensure that you are also engaged in the same feedback loop process for distance-based learners as you are for on-site learners, in that you are not only collating and presenting the feedback, but then following up with students to keep them updated on what is being done.