ABSTRACT
When the Covid-19 pandemic hit Australia in 2020, lockdown restrictions meant that the lives of tertiary students and mothers underwent substantial adjustment. Universities quickly adapted to full online learning with implications for accessibility and efficacy of online technologies, and home environments suitable for learning. Mothers who were studying at university had to readjust their study, work, care and home responsibilities to home-school their children around others in the home, further complicating the boundaries of work/family life. This study aimed to understand how Covid-19 affected mothers as pre-service teaching students within a university education faculty, exploring mothers' perceptions of university supports and their effectiveness. Eight mothers participated in the study using narrative inquiry and feminist methodology. The data shows effects of the pandemic were both negative (heightened stress, financial strain, less sleep) and positive (stronger family bonds, partners more involved in childcare). Recommendations for improved supports do not only apply within a pandemic context, and include opportunities for affordable childcare, more flexible study options and more financial incentives. Overall, universities need to acknowledge mothers as an important demographic who have caring responsibilities, and work to ensure a more equitable experience for this marginalised group of students.
ABSTRACT
Prior to the COVID-19 pandemic of 2020, universities worldwide were already increasingly offering online, distance modes of study, including open access courses such as MOOCs (Massive Open Online Courses) alongside degree programs. Students from backgrounds and circumstances historically under-represented in higher education have been traditionally more highly represented in online studies, indicating the potential opportunity for further widening of participation in higher education. However, the recent imperative for online learning to replace face-to-face classes during the pandemic means that, at the time of writing this chapter in mid-2020, the majority of higher education students worldwide are studying in a remote, online mode. The higher attrition rates in online learning have been a cause of concern for some time, indicating that the diverse cohort of students attracted to online learning needs to be better understood and supported, both within teaching and learning practices and broader support mechanisms. With online learning now expanding even more rapidly, there is an urgent need to address this issue. This chapter focuses on the student experience of online learning, examining recent Australian and international research from both the student and institutional perspective. It makes recommendations for the sector on ways to improve online student engagement, retention and success. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
For Australian university students living out of reach of a campus and studying online, the growing presence of Regional University Centres (RUCs) is changing their student experience for the better. People from regional areas of Australia are historically under-represented at university. Those who begin university are at higher risk of not completing their qualifications than students from metropolitan areas. COVID-19 restrictions in the past two years have added to the continued growth in regional students studying their degrees online. A recent survey of students attending a Country Universities Centre (CUC) within their local community shows these centres to be highly effective in supporting regional students. The participants overwhelmingly reported improvements not only in their academic progress and results, but also in their motivation, confidence, and likelihood of completing their qualification.