Starting University during the COVID-19 Pandemic: A Small-Scale Study of First-Year Education Students' Expectations, Experiences and Preferences

Autor/inn/en	Turu, Marc; van Rossum, Tom; Gridley, Nicole
Titel	Starting University during the COVID-19 Pandemic: A Small-Scale Study of First-Year Education Students' Expectations, Experiences and Preferences
Quelle	In: Learning and Teaching: The International Journal of Higher Education in the Social Sciences, 16 (2023) 1, S.77-97 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1755-2273
DOI	10.3167/latiss.2023.160105
Schlagwörter	COVID-19; Pandemics; College Freshmen; Student Experience; Blended Learning; Educational Technology; In Person Learning; Interaction; Student Attitudes; Technology Uses in Education; Interpersonal Communication; Foreign Countries; Schools of Education; Distance Education; Student Satisfaction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Studienanfänger; Studienerfahrung; Unterrichtsmedien; Interaktion; Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interpersonale Kommunikation; Ausland; Erziehungswissenschaftliche Fakultät; Distance study; Distance learning; Fernunterricht
Abstract	In early 2020, universities across the world ceased face-to-face teaching due to the COVID-19 pandemic. This article explores the experiences of first-year UK university students during this time. Four main themes were identified in the data. Regarding course delivery, students valued the flexibility of blended learning, which involved attending some live sessions while working on others in their own time. Student interaction was mentioned to be critical for learning and how the use of webcams and breakout rooms can facilitate or hinder it. Regarding staff, continuous communication, availability and online drop-ins were highly valued and had a positive impact on satisfaction. Finally, while students benefitted from a coherent use of online tools provided by the university, they also valued the flexibility of using less-regulated tools, including social media. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01