These resources provide you with a really good starting point and outline some good practice principles to help inform your own planning and processes.
But the higher education sector will only get there by deep and sustained engagement with students
41 per cent said they had struggled to manage their wellbeing in the absence of face to face engagement with friends, peers, and lecturing staff
34 per cent of respondents said that learning in a new way and format had been challenging, and 34 per cent said they were struggling with managing their own time and schedule in the absence of a campus taught timetable
29 per cent said they found isolation difficult.
34 per cent said that it was difficult to find quiet and space to study in their current living environment
the ability to create flexible ways to study is critical regardless.
combination of emotional and practical challenges on students’ confidence and motivation
loss of industry-relevant experience, loss of practical skills development, loss of academic contact time, and a sense that because the quality of their learning experience this term has been lower they themselves are less prepared to progress
the most popular answer, cited by 28 per cent, was simply that they did not want another semester or year of online learning
four fifths of respondents had missed out on a specific learning experience this term
It’s not simply about putting support mechanisms in place to help students with their wellbeing; it’s about stopping the causes.
71 per cent said that in such a scenario they would struggle with motivation to learn and keeping up interest
65 per cent said they would struggle to stay connected with peers and the university
63 per cent said they would feel less prepared to undertake course assignments and activities
Half said they would have difficulty managing their time and keeping track of everything.
These figures make frustrating reading as we know that when online learning is done well, it’s just as effective (sometimes more effective) as face to face learning in these areas. Unfortunately, that’s not the experience that many students have had and now the sector as a whole needs to work hard to change their perception.
Automatically graded tests, quizzes and assignments are widely available, and more recently personalised feedback tools powered by AI have been developed in some subject areas.
59 per cent chose “high quality online teaching” as their most important thing, well above interventions like social interaction, wellbeing support and even access to learning resources.
Covid-19 has thrown teaching quality into sharp relief
Put it this way, if you were on campus and you went to a not particularly engaging lecture, then caught up with classmates afterwards, and went to the library to do some reading, the chances are you wouldn’t critique whether that lecture was good or bad or how engaged you felt.
students want more interactive learning, with fewer pre-recorded lectures and slide decks, and more opportunity to ask questions.
They want more personal attention from lecturers and tutors, with more one to one support.
They want help with accessing technologies and learning resources,
and they want their universities to be clear in communications both about what the corporate university is planning and what’s happening on their course.
It is eminently possible to create an inclusive connected community online if the right learning design and lecturer training is put in place.
To support remote learning in schools around the world, the Microsoft Education team has created an open global community for academic institutions to connect with each other and our Microsoft education experts, on best practices, tips & tricks, and personal learnings on how to enable distance learning for schools.
This is a support group to share best practice, resources, experiences and insights into what is working well for organisations leveraging the virtual environment for meetings and learning events.