The impact of the Covid-19 disruption on distance learning higher education students and activities

Higher education institutions are increasingly concerned about the impact of the disruption caused by the Covid-19 pandemic on students and learning activities. Yet, we know little about the effect of this disruption, specifically on students in distance learning higher education institutions. This study drew from survey responses of 555 undergraduate students at The Open University, UK. The aims of this study were to understand the impact of the Covid-19 disruption on learning, assessment and social activities that distance learning students commonly undertake and to explore how this impact relates to their background characteristics (socio-demographics and study properties). Findings showed that overall, students engaged in their study activities less frequently, with learning-related activities (e.g., joining live sessions) having the highest negative impact and social activities (e.g., accessing email for study purposes) the lowest. Female students were more likely than male to engage less across all three activity categories. Background characteristics, such as age, faculty and race, were associated with particular activity categories. This study is the first step towards enhancing our understanding of the engagement of distance learning, but also campus-based students in emergency distance learning, in online learning activities during the Covid-19 pandemic and other similar disruptions.

From face-To-face environments to distance learning universities: The transition period of first-year students

The sudden transition from face-To-face into distance learning activities in higher education during the Covid-19 pandemic has highlighted the need to improve student induction and transition into distance learning settings. This study explores the experiences of first-year students at a distance learning university. Semi-structured interviews were conducted with students, aged 18-19, who transitioned from a face-To-face environment (school, college or another university) to distance-learning higher education. Thematic analysis yielded themes related to students early perceptions on distance-learning, experiences with learning and assessment, and social interactions. Noteworthy findings include students early misconceptions of distance-learning, distancelearning as a shelter for students with mental health issues, views on hybrid learning and continuous assessment, and approaches to socialising. Insights from this study have implications for how universities with new and existing distance learning practices design their induction and support programmes to facilitate student transition and enhance the first-year student experience. © HEAd 2022. All Rights Reserved.

First-Year University Students in Distance Learning: Motivations and Early Experiences

Acquiring new learning and assessment styles, maintaining old and creating new relationships, and learning how to function as independent adults are some of the stressors that first-year university students face. Yet, we know little about the transition of students from school/college to distance learning higher education. This study drew from survey responses of 377 first-year students, aged 18–19, at The Open University, UK. This study aimed to explore the motivations of students who join distance learning universities and to examine their early experiences. Findings showed that the main motivations for joining distance learning higher education include flexible study alongside other commitments, earning money alongside their studies, and demonstrating self-motivation. Motivations for joining were significantly different among various student groups. Further, the decision of 22% of the respondents to study via distance learning was impacted by the Covid-19 pandemic. ‘Course structure’ was identified as the factor that supported them the most with their transition from school/college to a distance learning university, while ‘interactions with students’ was identified as the main area of suggested improvement. This study has gone some way towards enhancing our understanding of the expectations and needs of first-year distance learning students. The present findings have important implications for designing suitable transition and support networks in the distance and online learning environments. © 2021, Springer Nature Switzerland AG.