The expectation gap: students' experience of learning during Covid-19 and their expectations for next year | Wonkhe - 0 views
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improving online learning will have the most direct impact on students’ future wellbeing, engagement and motivation
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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
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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
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34 per cent said that it was difficult to find quiet and space to study in their current living environment
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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
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the most popular answer, cited by 28 per cent, was simply that they did not want another semester or year of online learning
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It’s not simply about putting support mechanisms in place to help students with their wellbeing; it’s about stopping the causes.
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71 per cent said that in such a scenario they would struggle with motivation to learn and keeping up interest
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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.
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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.
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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.
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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.
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students want more interactive learning, with fewer pre-recorded lectures and slide decks, and more opportunity to ask questions.
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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.
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It is eminently possible to create an inclusive connected community online if the right learning design and lecturer training is put in place.