Communicating with students: student communications framework
Thursday, 3 July 2025, 08:54
Visible to anyone in the world
Edited by Christopher Douce, Thursday, 3 July 2025, 08:55
On 5 February 2025, I was sent a link to some files that described a new student communications framework (which was then later updated in June 25). The aim of this very long document was to offer a summary of some of the messages that might be sent to students before, during and between periods of study. It also contained suggestions of messages that could be used by faculties and module teams.
Accompanying this guidance, there is also something called ‘the student communication schedule - example for ALs’. What follows is an edited summary of that guidance which has been prepared for an October presentation. Interestingly (and usefully) it also offers some useful practical suggestions about additional actions that could be carried out by tutors to support students. For concision, I have omitted some references to additional links and resources that tutors can use. Full credit for this guidance comes from the student support hub, and the team who put it together.
The schedule is introduced as follows: “it is particularly useful for new ALs and those new to online teaching. It is a set of suggestions that you might find helpful as a tutor to structure your communication with students to offer proactive support, particularly at the start of the module and ahead of the first Tutor Marked Assignment (TMA). You are not expected to adhere to it; please use the resource as required and where beneficial, bearing in mind that not all points of contact will be applicable in all situations.”
What follows is a very lightly edited version of the schedule. I have added additional notes and comments in [square brackets].
Communication schedule
Student group is allocated
Welcome email to all students, mentioning the module website and the forum.
[I mention these in a letter, which I also attach to my first email which also contains my contact details and availability]
A few days before the module start
Post on the module forum; include an introduction and an ice-breaker activity – for example, a question that every student can respond to (e.g., ‘What is your favourite period of History that you have studied so far?’ for a History module.)
[I tend to do this just before the sending out of my introductory email, so I can share a link to the forum in my letter – I also encourage students to subscribe to the forums that will be used during the module.]
End of Week 1
Check and encourage the use of the VLE and the forum.
Follow-up email or phone call to students who have not replied to the welcome email.
Email to all students introducing them to tutorials; different types of tutorials and different rooms, and what to expect, as well as that they can watch recordings and book the times and sessions that suit them.
[I mention the date of the first tutorial in my introductory letter, also suggesting that they put dates of tutorials in their diary. I mention why attending tutorials are important: it can help students to get higher scores in their assessments.]
Week 2
Check for students who have registered late and send them a welcome email. Alternatively, you can issue the welcome email to newly registered students as and when you receive a notification of a late registration.
End of Week 2
Follow up with late-registered students who have not replied to the welcome email.
Refer any students who have not replied to the follow-up contact to Student Support Team using eSRF [an electronic student referral form, which can be found on your TutorHome Page].
[I adopt a three stage approach to try to communicate with students. I begin with an email. If I haven’t heard back from them, I send a text message (I don’t personally have any concerns about sharing my personal phone number, but other tutors might not want to do this), and if I haven’t received a text message back, I give them a ring, leaving a voicemail. I only send in a referral when I have tried all three approaches.]
Week 3
Refer any late-registered students who have not replied to the follow-up contact to Student Support Team. Check Early Alert Indicators and identify students who are predicted not to submit TMA01 or receive a low grade. Reach out to them with guidance and resources if appropriate.
[In addition to using the early alerts indicator is to make sure that you had a good look at a student’s study history. The information shared on tutor home can also be a good reflection of what is summarised within the early alerts tool.]
Two weeks before TMA01
Email to all students offering support and useful links ahead of the first assignment and encourage them to submit a dummy TMA. Remind students that they have the opportunity to submit TMA00 to test the eTMA system and formatting requirements.
Reassure the students that, although the eTMA system may show a deadline for TMA00, there is no official deadline.
Check the Early Alert Indicators dashboard.
[The advice about the dummy TMA is more applicable to level 1 students, but can be helpful for students on other levels. I tend to send a group email in the run up to the first TMA, encouraging students to get in contact if they have any questions.]
A week before TMA01
Email to remind students about the TMA submission deadline and methods and key resources.
One day after TMA01 deadline
Reach out to students who have not submitted their TMA to offer support.
[With this point, I could debate the use of the term ‘reach out’ – I much prefer ‘contact’, but I’ll move on. I give it a day or so after the deadline before emailing students about their TMA. If I haven’t heard from them, I give them a ring, and if I still haven’t heard from them, I send in a referral to student services.]
After TMA01 results are published
Congratulate students on their results and remind them – particularly Level 1 – to download their marked TMAs and read the feedback on the TMA and PT3 form in addition to looking at their mark.
Reach out to students who have failed or received low marks in their first TMA. You may wish to do this even before returning their work to offer support and talk about their next steps.
[Between this step and the previous one, I post a forum message called ‘TMA01 marking updates’, where I let students know when I’ve downloaded the TMAs, when I’m roughly halfway through the marking, and when I’ve returned everything. This way students have a sense of when I am likely to return their assignments. Emphasising the downloading and reading of the feedback is important; it is so easy to just look at the mark and not look at the feedback.]
Before the Christmas break
Email all students to check in and signpost to resources on study skills in preparation for the next TMA, as well as mental wellbeing – encourage to reach out with any questions.
[In this message, I share season’s greetings and tell students something about my availability during the festive period. I continue to check email, but during this break I’m not as responsive. Managing expectations is important.]
Early January
Email all students to welcome them back after the study break. Encourage them to book tutorials. Check VLE use and Early Alert Indicators and reach out to those who are less likely to submit their next TMA, as well as those who didn’t do well in the previous one.
A week before a TMA
Email to remind students about the TMA submission deadline and methods and key resources. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
After a TMA
Report any students who have not submitted to Student Support Team. Email these students to encourage a conversation and signpost to information about their options.
[Just as with TMA01, I post a forum thread which has a title ‘TMA0x marking updates’, posting again when I’m roughly half way through my marking.]
After TMA results are published
Reach out to students who have failed or received low marks in their TMA and offer support on next steps.
[There is an awful lot of ‘reaching out’ going on (!) An accompanying point is: do ask students who appear to be struggling whether they would like to have an additional support session. This is a one-to-one meeting, where a tutor can go through difficult and important parts of the module. It is also an opportunity to talk about study skills, and signpost students to useful resources. Do refer to this article about the different study skills resources and toolkits that are available]
After the Easter break/before the next TMA
Email to all students to welcome them back after the break. Remind students about the next TMA submission deadline and methods and key resources. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
Before the EMA [or examination]
Email all students with resources on the EMA or preparation for exams. Encourage contact and engagement with tutorials. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
[Before an exam preparation session, I tend to share a summary of what a session will contain. I also mention that ‘students who attend these preparation tutorials are likely to gain higher scores in their exam’ (which is probably true, since different types of examinable component assessment always helps). After running an exam preparation session, I share any resources I prepared to forums, along with links to recordings.]
After EMA/exams
Email students to congratulate them on the completion of their module and encourage [them] to reflect on their progress. Explain when they can find guidance on next steps.
Best practice notes
The following points were also shared in the schedule:
Regularly check in and personalise interactions to make students feel valued and understood.
Take time to get to know your students and encourage them to share any concerns or additional needs.
Define your availability, response times, and scope of support from the start.
Ensure to check the students list on TutorHome regularly for any changes in students’ circumstances.
Ensure that your emails are comprehensive, but succinct and consider using plain English; provide clear feedback that helps the student grow.
A final recommendation (if it works for you) is to make use of the group email tool that is found in your student list. The reason for mentioning this is that it keeps a copy of the message that is sent, which can then be viewed by colleagues in the student support teams.
Reflections
Before I was sent this schedule, I was thinking of writing my own version. I have also made a note of another version of a communication schedule that was created by a fellow tutor who taught on postgrad modules. My colleague, Arosha Bandara, used a spreadsheet to help guide his messages. Although this sounds terribly cold and impersonal, I got the impression from a presentation he gave at a tutor development event that he spend a lot of time personalising every email that he sends out. The best practice tips matter.
Unlike Arosha, I don’t have a detailed systematic framework to guide when I sent out messages to students. The process of reading, editing and sharing this framework has helped me to reflect on my own practice. A key reflection being that this schedule is useful. It is going to help me to become a better tutor. Also, just as you can customise any email, you can also customise your own communication strategy to reflect the module that you tutor, and your own personal style.
Acknowledgements
The headings within the schedule, and the actions that are described have all been produced by the student communication hub (as far as I am aware). All mistakes and errors should be attributed to that team, but I’m also happy to take some blame for any transcription and editing mistakes which may appear within this blog (there are likely to be many).
Communicating with students: student communications framework
On 5 February 2025, I was sent a link to some files that described a new student communications framework (which was then later updated in June 25). The aim of this very long document was to offer a summary of some of the messages that might be sent to students before, during and between periods of study. It also contained suggestions of messages that could be used by faculties and module teams.
Accompanying this guidance, there is also something called ‘the student communication schedule - example for ALs’. What follows is an edited summary of that guidance which has been prepared for an October presentation. Interestingly (and usefully) it also offers some useful practical suggestions about additional actions that could be carried out by tutors to support students. For concision, I have omitted some references to additional links and resources that tutors can use. Full credit for this guidance comes from the student support hub, and the team who put it together.
The schedule is introduced as follows: “it is particularly useful for new ALs and those new to online teaching. It is a set of suggestions that you might find helpful as a tutor to structure your communication with students to offer proactive support, particularly at the start of the module and ahead of the first Tutor Marked Assignment (TMA). You are not expected to adhere to it; please use the resource as required and where beneficial, bearing in mind that not all points of contact will be applicable in all situations.”
What follows is a very lightly edited version of the schedule. I have added additional notes and comments in [square brackets].
Communication schedule
Student group is allocated
Welcome email to all students, mentioning the module website and the forum.
[I mention these in a letter, which I also attach to my first email which also contains my contact details and availability]
A few days before the module start
Post on the module forum; include an introduction and an ice-breaker activity – for example, a question that every student can respond to (e.g., ‘What is your favourite period of History that you have studied so far?’ for a History module.)
[I tend to do this just before the sending out of my introductory email, so I can share a link to the forum in my letter – I also encourage students to subscribe to the forums that will be used during the module.]
End of Week 1
[I mention the date of the first tutorial in my introductory letter, also suggesting that they put dates of tutorials in their diary. I mention why attending tutorials are important: it can help students to get higher scores in their assessments.]
Week 2
Check for students who have registered late and send them a welcome email. Alternatively, you can issue the welcome email to newly registered students as and when you receive a notification of a late registration.
End of Week 2
Follow up with late-registered students who have not replied to the welcome email.
Refer any students who have not replied to the follow-up contact to Student Support Team using eSRF [an electronic student referral form, which can be found on your TutorHome Page].
[I adopt a three stage approach to try to communicate with students. I begin with an email. If I haven’t heard back from them, I send a text message (I don’t personally have any concerns about sharing my personal phone number, but other tutors might not want to do this), and if I haven’t received a text message back, I give them a ring, leaving a voicemail. I only send in a referral when I have tried all three approaches.]
Week 3
Refer any late-registered students who have not replied to the follow-up contact to Student Support Team. Check Early Alert Indicators and identify students who are predicted not to submit TMA01 or receive a low grade. Reach out to them with guidance and resources if appropriate.
[In addition to using the early alerts indicator is to make sure that you had a good look at a student’s study history. The information shared on tutor home can also be a good reflection of what is summarised within the early alerts tool.]
Two weeks before TMA01
[The advice about the dummy TMA is more applicable to level 1 students, but can be helpful for students on other levels. I tend to send a group email in the run up to the first TMA, encouraging students to get in contact if they have any questions.]
A week before TMA01
Email to remind students about the TMA submission deadline and methods and key resources.
One day after TMA01 deadline
Reach out to students who have not submitted their TMA to offer support.
[With this point, I could debate the use of the term ‘reach out’ – I much prefer ‘contact’, but I’ll move on. I give it a day or so after the deadline before emailing students about their TMA. If I haven’t heard from them, I give them a ring, and if I still haven’t heard from them, I send in a referral to student services.]
After TMA01 results are published
[Between this step and the previous one, I post a forum message called ‘TMA01 marking updates’, where I let students know when I’ve downloaded the TMAs, when I’m roughly halfway through the marking, and when I’ve returned everything. This way students have a sense of when I am likely to return their assignments. Emphasising the downloading and reading of the feedback is important; it is so easy to just look at the mark and not look at the feedback.]
Before the Christmas break
Email all students to check in and signpost to resources on study skills in preparation for the next TMA, as well as mental wellbeing – encourage to reach out with any questions.
[In this message, I share season’s greetings and tell students something about my availability during the festive period. I continue to check email, but during this break I’m not as responsive. Managing expectations is important.]
Early January
Email all students to welcome them back after the study break. Encourage them to book tutorials. Check VLE use and Early Alert Indicators and reach out to those who are less likely to submit their next TMA, as well as those who didn’t do well in the previous one.
A week before a TMA
Email to remind students about the TMA submission deadline and methods and key resources. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
After a TMA
Report any students who have not submitted to Student Support Team. Email these students to encourage a conversation and signpost to information about their options.
[Just as with TMA01, I post a forum thread which has a title ‘TMA0x marking updates’, posting again when I’m roughly half way through my marking.]
After TMA results are published
Reach out to students who have failed or received low marks in their TMA and offer support on next steps.
[There is an awful lot of ‘reaching out’ going on (!) An accompanying point is: do ask students who appear to be struggling whether they would like to have an additional support session. This is a one-to-one meeting, where a tutor can go through difficult and important parts of the module. It is also an opportunity to talk about study skills, and signpost students to useful resources. Do refer to this article about the different study skills resources and toolkits that are available]
After the Easter break/before the next TMA
Email to all students to welcome them back after the break. Remind students about the next TMA submission deadline and methods and key resources. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
Before the EMA [or examination]
Email all students with resources on the EMA or preparation for exams. Encourage contact and engagement with tutorials. Check Early Alert Indicators to reach out to any students who might need additional support or encouragement.
[Before an exam preparation session, I tend to share a summary of what a session will contain. I also mention that ‘students who attend these preparation tutorials are likely to gain higher scores in their exam’ (which is probably true, since different types of examinable component assessment always helps). After running an exam preparation session, I share any resources I prepared to forums, along with links to recordings.]
After EMA/exams
Email students to congratulate them on the completion of their module and encourage [them] to reflect on their progress. Explain when they can find guidance on next steps.
Best practice notes
The following points were also shared in the schedule:
A final recommendation (if it works for you) is to make use of the group email tool that is found in your student list. The reason for mentioning this is that it keeps a copy of the message that is sent, which can then be viewed by colleagues in the student support teams.
Reflections
Before I was sent this schedule, I was thinking of writing my own version. I have also made a note of another version of a communication schedule that was created by a fellow tutor who taught on postgrad modules. My colleague, Arosha Bandara, used a spreadsheet to help guide his messages. Although this sounds terribly cold and impersonal, I got the impression from a presentation he gave at a tutor development event that he spend a lot of time personalising every email that he sends out. The best practice tips matter.
Unlike Arosha, I don’t have a detailed systematic framework to guide when I sent out messages to students. The process of reading, editing and sharing this framework has helped me to reflect on my own practice. A key reflection being that this schedule is useful. It is going to help me to become a better tutor. Also, just as you can customise any email, you can also customise your own communication strategy to reflect the module that you tutor, and your own personal style.
Acknowledgements
The headings within the schedule, and the actions that are described have all been produced by the student communication hub (as far as I am aware). All mistakes and errors should be attributed to that team, but I’m also happy to take some blame for any transcription and editing mistakes which may appear within this blog (there are likely to be many).