1,000 signatures reached
To: The Open University
Extra measures needed regarding EMAs
We have received information (very slowly) regarding our current TMA, allowing extensions whilst simultaneously being told no extensions to the EMA as it would present difficulties to the exam board. Whilst we appreciate that these are unprecedented times and acknowledge the efforts of the OU thus far, we do not believe it fair for the largest part of our module to be affected, with the only options to defer the module for another year or to hand in substandard work due to circumstances out of our control. We request for those who need it a deferral of the EMA (or a significantly longer time period for completion) or a cancellation of the EMA instead using TMA averages to determine our end of module result.
Why is this important?
We the undersigned request a response to the issues detailed below. At present we have received information (very slowly) regarding our current TMA, allowing extensions whilst simultaneously being told no extensions to the EMA as it would present difficulties to the exam board. Whilst we appreciate that these are unprecedented times and acknowledge the efforts of the OU thus far, we do not believe it fair for the largest part of our module to be affected, with the only options to defer the module for another year or to hand in substandard work due to circumstances out of our control. We request for those who need it a deferral of the EMA (or a significantly longer time period for completion) or a cancellation of the EMA instead using TMA averages to determine our end of module result.
The use of said course marks is in line with what universities and schools (for example GCSE and A results having been determined by the course marks). By extending TMA allowance, without provision for the EMA, you are failing to recognise multiple extraneous variables that will impede the ability to produce an accurate representation of what can be produced, thus resulting in making everyone rush or defer.
There are various circumstances, beyond our control, that would severely impact our ability to produce an EMA due to the COVID-19 pandemic. Many of the people who are at the open university chose to use this form of university over other universities due to its online nature, since many have children to support and therefore work. The fact that many people on the course work has led to them having to fulfil the duties given to key workers of extra, longer hours, giving them less time available to delegate towards university and thus an EMA. Some students who are also public sector workers have been seconded by furlough to voluntary work, meaning even less time is able to be found to write an EMA.
The mental and physical health of students is also in question due to the EMA still going forward. A pandemic of this magnitude has not been witnessed in our lifetime and is quite rightfully terrifying the nation, especially those at high risk. The proportion of high-risk people at the OU is greater than at most universities; if these people happen to catch the virus, they are at high risk of being unable to breathe, move or even think to the capacity needed to write an EMA. The severity of the virus has also led schools, nurseries and playgroups to shut down, thus causing all children to be at home all day with their parents. This kind of distraction cannot be helped and although children can temporarily be occupied, they do not understand the importance nor value of the work that is being done by us students in order to try and complete such a time-consuming and mentally draining task of writing an EMA. Having to juggle looking after children and writing the EMA is something that is very difficult – the number of hours needed to delegate to both likely surpass those in a day, leading to mental and physical exhaustion. In some non-UK countries, the measures for lockdown are causing particular distress.
Alongside the mental and physical exhaustion comes frustration due to a lack of facilities to study, broadband issues, open university site issues and the lack of availability of a computer in a household (many only have one computer that has to be shared amongst the household between workers and students). A lack of resources, space and time means that an EMA cannot be provided of exemplary standard, to the best of every student’s ability, leading to an inaccurate representation of the skill set of each student. The course material done up to now therefore provides a much more
well-rounded, accurate representation due to the many extraneous variables listed above having been absent or not as amplified as in current circumstances.
The lack of face to face support available, given tutorials have been cancelled, also leads to this inaccurate representation, as well as the difficulty getting in touch with the open university. It takes 5 days for the university to respond to a singular email, with no telephone help available, severely impacting time management and ability to work.
We hope that given the many factors listed above for why deferring or cancelling the EMA would be beneficial to both the university and the students you follow suit of the other universities and cancel or defer the EMA at no additional cost to students.
The use of said course marks is in line with what universities and schools (for example GCSE and A results having been determined by the course marks). By extending TMA allowance, without provision for the EMA, you are failing to recognise multiple extraneous variables that will impede the ability to produce an accurate representation of what can be produced, thus resulting in making everyone rush or defer.
There are various circumstances, beyond our control, that would severely impact our ability to produce an EMA due to the COVID-19 pandemic. Many of the people who are at the open university chose to use this form of university over other universities due to its online nature, since many have children to support and therefore work. The fact that many people on the course work has led to them having to fulfil the duties given to key workers of extra, longer hours, giving them less time available to delegate towards university and thus an EMA. Some students who are also public sector workers have been seconded by furlough to voluntary work, meaning even less time is able to be found to write an EMA.
The mental and physical health of students is also in question due to the EMA still going forward. A pandemic of this magnitude has not been witnessed in our lifetime and is quite rightfully terrifying the nation, especially those at high risk. The proportion of high-risk people at the OU is greater than at most universities; if these people happen to catch the virus, they are at high risk of being unable to breathe, move or even think to the capacity needed to write an EMA. The severity of the virus has also led schools, nurseries and playgroups to shut down, thus causing all children to be at home all day with their parents. This kind of distraction cannot be helped and although children can temporarily be occupied, they do not understand the importance nor value of the work that is being done by us students in order to try and complete such a time-consuming and mentally draining task of writing an EMA. Having to juggle looking after children and writing the EMA is something that is very difficult – the number of hours needed to delegate to both likely surpass those in a day, leading to mental and physical exhaustion. In some non-UK countries, the measures for lockdown are causing particular distress.
Alongside the mental and physical exhaustion comes frustration due to a lack of facilities to study, broadband issues, open university site issues and the lack of availability of a computer in a household (many only have one computer that has to be shared amongst the household between workers and students). A lack of resources, space and time means that an EMA cannot be provided of exemplary standard, to the best of every student’s ability, leading to an inaccurate representation of the skill set of each student. The course material done up to now therefore provides a much more
well-rounded, accurate representation due to the many extraneous variables listed above having been absent or not as amplified as in current circumstances.
The lack of face to face support available, given tutorials have been cancelled, also leads to this inaccurate representation, as well as the difficulty getting in touch with the open university. It takes 5 days for the university to respond to a singular email, with no telephone help available, severely impacting time management and ability to work.
We hope that given the many factors listed above for why deferring or cancelling the EMA would be beneficial to both the university and the students you follow suit of the other universities and cancel or defer the EMA at no additional cost to students.
