Student Perceptions of Online Education during COVID-19 Lockdowns: Direct and Indirect Effects on Learning

The COVID-19 pandemic forced an abrupt transition to fully online learning in universities that typically provided campus-based teaching. We examined the learning experience of undergraduate and postgraduate students during this transition at a UK university. Qualitative surveys and interview responses revealed both direct effects of the transition to online learning and indirect effects caused by the COVID-19 induced lockdown. Direct effects related to interaction and communication altered study-related opportunities and digital tool use. In all cases, students expressed a range of views, for example, with some reporting greater opportunities and others fewer. However, there was a clear consensus that the online learning had brought greater flexibility for students. For indirect effects, students noted altered time available for study, challenges and benefits to studying at home, greater monotony and required autonomy as well as altered priorities, concerns about employment, finances and career prospects. These reflections on students' experiences of online learning can inform academics and education providers to design appropriate strategies in order to better facilitate and support students' education via fully online or blended learning approaches.

A Case Study Investigating Mental Wellbeing of University Academics during the COVID-19 Pandemic

COVID-19 has impacted Higher Education worldwide. While several studies have examined the effects of the pandemic on students, few have addressed its impact on academic staff. Here, we present both survey (n = 89) and interview (n = 12) data highlighting the pandemic-induced effects on academics from various disciplines and career stages. Data was collected between May and September 2020, aiming to capture and understand the immediate effects of the U.K. lockdown on the academics examining demographic and employment factors, digital abilities and confidence, and mental wellbeing. Analyses revealed that most academics were satisfied with the support they received from the university and colleagues, and they had adequate equipment and space at home to work. However, half incurred additional financial costs to maintain access to technology and many felt an altered relationship with the university. There were discrepancies in digital abilities and confidence according to employment status, age, faculty, and social identity as an academic. Teaching workload did not increase across the board, rather seniority predicted increases. Levels of wellbeing were low but were not significantly predicted by workload increase or abilities and confidence in working digitally as might have been expected. Stronger social identity as an academic may predict higher mental wellbeing with qualitative data suggesting teamwork and collegiate activities helped. Furthermore, interviewees identified several positive aspects to working remotely. These findings suggest universities should consider carefully how to support all staff to work digitally and consider flexible working post-pandemic.