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A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic

Tom Crick Orcid Logo, Tom Prickett, Julie Walters

Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2

Swansea University Author: Tom Crick Orcid Logo

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DOI (Published version): 10.1145/3456565.3460050

Abstract

This poster presents the preliminary findings from a research project exploring the impact of the COVID-19 pandemic on learner resilience from the shift to online delivery of learning and teaching amidst national social "lockdown" measures. This exploration of resilience was undertaken as...

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Published in: Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2
ISBN: 9781450383974 978-1-4503-8397-4/21/06
Published: New York, NY, USA ACM 2021
URI: https://cronfa.swan.ac.uk/Record/cronfa56638
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first_indexed 2021-04-07T16:03:17Z
last_indexed 2021-07-13T03:23:15Z
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spelling 2021-07-12T14:23:37.7195613 v2 56638 2021-04-07 A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic 200c66ef0fc55391f736f6e926fb4b99 0000-0001-5196-9389 Tom Crick Tom Crick true false 2021-04-07 EDUC This poster presents the preliminary findings from a research project exploring the impact of the COVID-19 pandemic on learner resilience from the shift to online delivery of learning and teaching amidst national social "lockdown" measures. This exploration of resilience was undertaken as part of the delivery of the first-year undergraduate computer science degree programme in a UK university. Resilience was measured by the Nicholson McBride Resilience Questionnaire (NMRQ) and three open-ended questions exploring what has supported their study most during the COVID-19 pandemic, what had been the greatest challenge, and how that challenge was resolved.The preliminary results of this survey (N=103) illustrate how learner responses differed to the delivery depending upon their measured resilience level. Additionally, the results provide valuable insight into learners’ perceptions of the challenges of online learning, teaching and assessment. Given the continued impact on educational settings from COVID-19, online/blended learning is likely to remain a significant feature of future delivery; hence the insights offered from this UK institutional study can inform future sector practice. Conference Paper/Proceeding/Abstract Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2 ACM New York, NY, USA 9781450383974 978-1-4503-8397-4/21/06 26 6 2021 2021-06-26 10.1145/3456565.3460050 COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2021-07-12T14:23:37.7195613 2021-04-07T17:01:35.8024589 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Tom Crick 0000-0001-5196-9389 1 Tom Prickett 2 Julie Walters 3
title A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
spellingShingle A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
Tom Crick
title_short A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
title_full A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
title_fullStr A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
title_full_unstemmed A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
title_sort A Preliminary Study Exploring the Impact of Learner Resilience under Enforced Online Delivery during the COVID-19 Pandemic
author_id_str_mv 200c66ef0fc55391f736f6e926fb4b99
author_id_fullname_str_mv 200c66ef0fc55391f736f6e926fb4b99_***_Tom Crick
author Tom Crick
author2 Tom Crick
Tom Prickett
Julie Walters
format Conference Paper/Proceeding/Abstract
container_title Proceedings of the 26th ACM Conference on Innovation and Technology in Computer Science Education V. 2
publishDate 2021
institution Swansea University
isbn 9781450383974
978-1-4503-8397-4/21/06
doi_str_mv 10.1145/3456565.3460050
publisher ACM
college_str Faculty of Humanities and Social Sciences
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hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
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description This poster presents the preliminary findings from a research project exploring the impact of the COVID-19 pandemic on learner resilience from the shift to online delivery of learning and teaching amidst national social "lockdown" measures. This exploration of resilience was undertaken as part of the delivery of the first-year undergraduate computer science degree programme in a UK university. Resilience was measured by the Nicholson McBride Resilience Questionnaire (NMRQ) and three open-ended questions exploring what has supported their study most during the COVID-19 pandemic, what had been the greatest challenge, and how that challenge was resolved.The preliminary results of this survey (N=103) illustrate how learner responses differed to the delivery depending upon their measured resilience level. Additionally, the results provide valuable insight into learners’ perceptions of the challenges of online learning, teaching and assessment. Given the continued impact on educational settings from COVID-19, online/blended learning is likely to remain a significant feature of future delivery; hence the insights offered from this UK institutional study can inform future sector practice.
published_date 2021-06-26T04:11:44Z
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score 11.037603

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