The impact of COVID-19 on UK higher education students: experiences, observations and suggestions for the way forward
The impact of COVID-19 on UK higher education students: experiences, observations and suggestions for the way forward
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DOI：
10.1108/cg-09-2020-0396
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发表时间：
2021-08-05
影响因子：
5.6
通讯作者：
Khan, Muzammal Ahmad
中科院分区：
文献类型：
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作者：
Khan, Muzammal Ahmad
本研究旨在研究英国高等教育学生的经历，以及在封锁期间紧急强加的变化对他们的学习、教学和评估（LTA）的影响。它反映了学生对这些变化如何影响他们的教育和个人环境的看法。它根据学生的观察，就教育工作者如何更有效地支持学生的LTA学习经验提出了建议。设计/方法/方法该研究使用匿名在线问卷，在大学封锁和关闭的情况下，收集英国各地高等教育学生对COVID-19和封锁如何影响他们的教育和个人情况的看法。使用横断面研究，参与者被要求完成几个问题，提供定量和定性的数据，为研究分析。共有349名参与者参与了问卷调查，并对数据进行了描述性分析。主要研究结果表明，使用在线虚拟教室作为传统面对面LTA的替代品有其积极和消极的一面。最显著的优点是“灵活的评估”和“数字内容”，相反，一个显著的缺点是缺乏互动，这对男女学生都是如此。然而，与女性相比，男性在封城期间更怀念“校园生活”。最后，大多数学生认为，在封锁期间，大学和教职员工缺乏支持。大学的治理必须控制这个问题如何推进，并从学生的经验中学习。独创性/价值该研究有三个贡献：首先，利用学生的观点，在大流行期间就LTA方法展开了新的辩论；其次，检查封锁带来的变化对学生体验的影响；最后，根据参与学生的意见，提出高等教育管理部门实施的策略。
Purpose This study aims to examine the experiences of UK higher education students and the impact that emergency-imposed changes had on their learning, teaching and assessment (LTA) during the lockdown. It reflects on the views of students on how these changes impacted their education and personal circumstances. It makes suggestions, based on student observations, on how educators might support students' LTA learning experiences more effectively. Design/methodology/approach The study uses an anonymous online questionnaire, imposed by lockdown and closure of universities, to gather the views of HE students across the UK on how COVID-19 and lockdown affected their education and personal circumstances. Using a cross-sectional study, participants were asked to complete several questions, providing quantitative and qualitative data which is analysed for the study. A total of 349 participants took part in the questionnaire and data were analysed descriptively. Findings Key findings suggest that the use of online virtual classrooms as a substitute for traditional face-to-face LTA has its positives and its negatives. The most significant positives are the "flexible assessments" and "digital content" and, in contrast, one of the significant drawbacks is the lack of interactions, this being true for both male and female students. However, as compared to females, males found to be missing "the campus life" more during the lockdown. Finally, the majority of student felt that there was a lack of support from the university and teaching staff during the lockdown. Universities' governance must take control of how this issue is driven forward and learn from the experience of students. Originality/value The study makes three contributions: firstly, using students' views to open a fresh debate on LTA approaches during the pandemic; secondly, examining the impact on student experiences due to the changes introduced because of lockdown; and finally, suggesting strategies to be implemented by HE management based on the opinions of participating students.