Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus groups to examine the impact of online learning and assessment on the undergraduate students' well-being. The findings indicate that whilst some students report online learning and assessment to require more effort in comparison to traditional methods, other students value the increased flexibility afforded by online learning and assessment. It is recommended that academic staff scaffold online learning and assessment methods in the curriculum.

Student perceptions and proposals for promoting wellbeing through social relationships at university

Whilst existing evidence has demonstrated the imperative of social integration, inclusion, and belonging for student mental health, students often report relational challenges, barriers, and stressors at university. Drawing on thematic analysis of six student co-creation panels conducted during the Student Minds University Mental Health Charter consultations, this paper aims to elucidate student perspectives and proposals for promoting mental health at university by enhancing interpersonal interactions and social relationships. In particular, student panels identified existing challenges and opportunities to address social isolation, conflict, and exclusion in interactions with peers, academic staff, and the local community. The findings of this paper both echo and develop the principles of good practice propounded by the University Mental Health Charter, whilst the implications for university policy in the context of the Covid-19 pandemic are also discussed.

Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus groups to examine the impact of online learning and assessment on the undergraduate students’ well-being. The findings indicate that whilst some students report online learning and assessment to require more effort in comparison to traditional methods, other students value the increased flexibility afforded by online learning and assessment. It is recommended that academic staff scaffold online learning and assessment methods in the curriculum. [ FROM AUTHOR] Copyright of Assessment & Evaluation in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)