Accelerated HE Digitalisation: Exploring Staff and Student Experiences of the COVID-19 Rapid Online-Learning Transfer

Autor/inn/en	Nicklin, Laura Louise; Wilsdon, Luke; Chadwick, Darren; Rhoden, Laura; Ormerod, David; Allen, Deborah; Witton, Gemma; Lloyd, Joanne
Titel	Accelerated HE Digitalisation: Exploring Staff and Student Experiences of the COVID-19 Rapid Online-Learning Transfer
Quelle	In: Education and Information Technologies, 27 (2022) 6, S.7653-7678 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nicklin, Laura Louise) ORCID (Wilsdon, Luke) ORCID (Chadwick, Darren) ORCID (Rhoden, Laura) ORCID (Allen, Deborah) ORCID (Witton, Gemma) ORCID (Lloyd, Joanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-10899-8
Schlagwörter	College Faculty; College Students; Student Experience; Teaching Experience; COVID-19; Pandemics; Distance Education; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Fakultät; Collegestudent; Studienerfahrung; Distance study; Distance learning; Fernunterricht; Ausland; Großbritannien
Abstract	In the UK, the first 'lockdown' of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation--unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The 'bricolage' data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: 'methods and means of engagement'; 'learning maintenance, destruction and construction'; 'remote education and resource accessibility and literacy'; 'support and communication'; and 'life and learning: responses, adaptations and impacts'. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01