ABSTRACT
The COVID-19 pandemic led to significant changes to the student experience. Thus, there is a need to centre students' lived experiences in pedagogical research which explores the effects of the pandemic on student life. The current study aimed to explore how the COVID-19 pandemic impacted undergraduate students, with a focus on students' educational experiences, social interactions, and mental wellbeing. Open-ended questionnaires were disseminated to undergraduate students across the UK (N = 53). A student-centred reflexive thematic analysis identified four dominant themes that each relate to students' lived experiences of Higher Education during COVID-19. These were: variations in motivation during the pandemic, the importance of personal connection, a disconnect between university and the student, and students' development through adversity. These themes broadly demonstrate the variability in student experiences during the pandemic and, crucially, highlight the need for future education provision to centre personal connections, including between students and their institutions. Lack of interaction with staff and peers, as well as barriers to support, led to feelings of detachment from university. Implications for policy and practice are discussed. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
ABSTRACT
2020/21 has been a challenging experience across Higher Education. Within the Product Design Department at NTU, these challenges have created opportunities to expand teaching methods and explore innovative alternatives. Utilizing these challenges to adapt to an online environment this paper provides an early adopter route into digital ideation training, whilst providing a clear roadmap to a future Blended Learning approach. Collaborative ideation is key to facilitating peer learning amongst 1st year design students, allowing them to build key Designer skills whilst fostering an environment of inclusivity and creativity. This is a recurrent challenge when transitioning to Higher Education, with the effect of COVID-19 only amplifying this. In 2021, many 1st year students had been out of education for 6 months before beginning University, rendering the challenge even greater. In response to the challenge, this paper proposes a new approach to collaboration, actively using the flexibility of online workspaces to create a new ideation paradigm. Using the fundamental principles of Lotus Blossom Ideation approximately 100 students participated in High Intensity Ideation Training (HIIT) using Miro, an Online Visual Collaboration Platform. This paper postulates that implementing this method online is not only highly successful but presents potential for more collaborative and creative rapid ideation. The method provides students with a range of creative tools, enhancing strength of communication, whilst removing some existing barriers to learning. Recommendations can be made for improved implementation of sessions and the paper provides and outline template for anyone wishing to adopt the process. © PDE 2021.