Optimising online transversal skills delivery in STEM doctoral education

Abstract

Transversal skills development is an essential component of doctoral education. The COVID-19 pandemic required the adaptation of five transversal skills modules to online delivery. Instructional design was used to create synchronous and asynchronous teaching to a Virtual Learning Environment. Feedback surveys were used to analyse student perceptions as to whether learning outcomes (LOs) were met and student satisfaction with the online format with a view to optimising future delivery of these modules. Of the 168 students surveyed, 84 (50.0%) responded. Based on 84 responses across five modules, students perceived that 394 (97.0%) of the LOs were met (p < 0.001). Statistically significant advantages to online delivery were found to be convenience, easy visibility of materials, timing of delivery and learning at own pace (p < 0.001). Importantly, 40 (47.6%) students would have struggled to achieve the necessary credits without this online training. 77 (91.7%) students found the online modules very useful or useful for their current research and 78 (92.9%) students reported them as being very useful or useful for their future career. A majority found online delivery more effective for their needs than the face-to-face format. These findings support the effectiveness of online delivery of transversal skills modules in doctoral programmes.