No Cover Image

Journal article 620 views 74 downloads

A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice

Menna Brown Orcid Logo, Alice Hoon Orcid Logo, Maisie Edwards, Shawn Shabu Orcid Logo, Imannuella Okoronkwo, Phil Newton Orcid Logo

PLOS ONE, Volume: 18, Issue: 5, Start page: e0283742

Swansea University Authors: Menna Brown Orcid Logo, Alice Hoon Orcid Logo, Maisie Edwards, Phil Newton Orcid Logo

  • 62136.pdf

    PDF | Version of Record

    © 2023 Brown et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.

    Download (1.4MB)

Check full text

DOI (Published version): 10.1371/journal.pone.0283742

Abstract

The Covid-19 pandemic and subsequent national lockdowns resulted in drastic changes to the way that higher education was delivered. A mixed-methods research study was conducted to explore university students’ perceptions of online learning during the 2020/21 academic year. Students from across all W...

Full description

Published in: PLOS ONE
ISSN: 1932-6203
Published: Public Library of Science (PLoS) 2023
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa62136
first_indexed 2023-01-10T10:21:17Z
last_indexed 2024-11-14T12:20:25Z
id cronfa62136
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2023-11-29T09:02:18.2688815</datestamp><bib-version>v2</bib-version><id>62136</id><entry>2022-12-07</entry><title>A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice</title><swanseaauthors><author><sid>cf3c261a9100f79a3f1d018fa4066595</sid><ORCID>0000-0003-1427-1648</ORCID><firstname>Menna</firstname><surname>Brown</surname><name>Menna Brown</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>6ee42ad57b74f8941f4de3f02eed163f</sid><ORCID>0000-0002-9921-6156</ORCID><firstname>Alice</firstname><surname>Hoon</surname><name>Alice Hoon</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>cafbd8485fa69b71c0471fe5dfcd1b88</sid><firstname>Maisie</firstname><surname>Edwards</surname><name>Maisie Edwards</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>6e0a363d04c407371184d82f7a5bddc8</sid><ORCID>0000-0002-5272-7979</ORCID><firstname>Phil</firstname><surname>Newton</surname><name>Phil Newton</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2022-12-07</date><deptcode>MEDS</deptcode><abstract>The Covid-19 pandemic and subsequent national lockdowns resulted in drastic changes to the way that higher education was delivered. A mixed-methods research study was conducted to explore university students&#x2019; perceptions of online learning during the 2020/21 academic year. Students from across all Welsh higher education institutions were invited to participate. First, a series of focus groups (n = 13) were conducted to explore students&#x2019; experiences of online learning during the pandemic. Two were conducted in Welsh, the remaining eleven in English. Thematic analysis led researchers to develop eight key themes: Seeking the positives, Facilitators to learning, Barriers to learning, Lost sense of community, Let down by University, Workload, Assessment, and Health and well-being. These themes informed the design of a quantitative survey which was completed by 759 students. It was found that students were largely satisfied with the quality of online learning, however there were specific challenges associated with a lack of community, wellbeing concerns, and challenges with loneliness and isolation. Data from the focus groups and survey informed recommendations for practice in three key categories; teaching practice, institutional level recommendations, and student health and wellbeing considerations.</abstract><type>Journal Article</type><journal>PLOS ONE</journal><volume>18</volume><journalNumber>5</journalNumber><paginationStart>e0283742</paginationStart><paginationEnd/><publisher>Public Library of Science (PLoS)</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint/><issnElectronic>1932-6203</issnElectronic><keywords>Human Learning, Pandemics, Lectures, Mental health and psychiatry, Internet, Surveys, Universities, Libraries</keywords><publishedDay>4</publishedDay><publishedMonth>5</publishedMonth><publishedYear>2023</publishedYear><publishedDate>2023-05-04</publishedDate><doi>10.1371/journal.pone.0283742</doi><url>http://dx.doi.org/10.1371/journal.pone.0283742</url><notes/><college>COLLEGE NANME</college><department>Medical School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>MEDS</DepartmentCode><institution>Swansea University</institution><apcterm>SU Library paid the OA fee (TA Institutional Deal)</apcterm><funders>HEFCW</funders><projectreference>The research was funded by a Higher Education Funding Council for Wales, Higher Education Investment and Recovery Fund (W21/08HE) project to establish a Universities Wales Learning and Teaching Network (LTN). The LTN then awarded funds to PMN to complete the project. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.</projectreference><lastEdited>2023-11-29T09:02:18.2688815</lastEdited><Created>2022-12-07T12:36:34.9930858</Created><path><level id="1">Faculty of Medicine, Health and Life Sciences</level><level id="2">Swansea University Medical School - Medicine</level></path><authors><author><firstname>Menna</firstname><surname>Brown</surname><orcid>0000-0003-1427-1648</orcid><order>1</order></author><author><firstname>Alice</firstname><surname>Hoon</surname><orcid>0000-0002-9921-6156</orcid><order>2</order></author><author><firstname>Maisie</firstname><surname>Edwards</surname><order>3</order></author><author><firstname>Shawn</firstname><surname>Shabu</surname><orcid>0000-0002-3086-6943</orcid><order>4</order></author><author><firstname>Imannuella</firstname><surname>Okoronkwo</surname><order>5</order></author><author><firstname>Phil</firstname><surname>Newton</surname><orcid>0000-0002-5272-7979</orcid><order>6</order></author></authors><documents><document><filename>62136__28076__4757f36d2ff141d1ac6dabe58aee10ab.pdf</filename><originalFilename>62136.pdf</originalFilename><uploaded>2023-07-11T13:21:34.0673994</uploaded><type>Output</type><contentLength>1464002</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; 2023 Brown et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 2023-11-29T09:02:18.2688815 v2 62136 2022-12-07 A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice cf3c261a9100f79a3f1d018fa4066595 0000-0003-1427-1648 Menna Brown Menna Brown true false 6ee42ad57b74f8941f4de3f02eed163f 0000-0002-9921-6156 Alice Hoon Alice Hoon true false cafbd8485fa69b71c0471fe5dfcd1b88 Maisie Edwards Maisie Edwards true false 6e0a363d04c407371184d82f7a5bddc8 0000-0002-5272-7979 Phil Newton Phil Newton true false 2022-12-07 MEDS The Covid-19 pandemic and subsequent national lockdowns resulted in drastic changes to the way that higher education was delivered. A mixed-methods research study was conducted to explore university students’ perceptions of online learning during the 2020/21 academic year. Students from across all Welsh higher education institutions were invited to participate. First, a series of focus groups (n = 13) were conducted to explore students’ experiences of online learning during the pandemic. Two were conducted in Welsh, the remaining eleven in English. Thematic analysis led researchers to develop eight key themes: Seeking the positives, Facilitators to learning, Barriers to learning, Lost sense of community, Let down by University, Workload, Assessment, and Health and well-being. These themes informed the design of a quantitative survey which was completed by 759 students. It was found that students were largely satisfied with the quality of online learning, however there were specific challenges associated with a lack of community, wellbeing concerns, and challenges with loneliness and isolation. Data from the focus groups and survey informed recommendations for practice in three key categories; teaching practice, institutional level recommendations, and student health and wellbeing considerations. Journal Article PLOS ONE 18 5 e0283742 Public Library of Science (PLoS) 1932-6203 Human Learning, Pandemics, Lectures, Mental health and psychiatry, Internet, Surveys, Universities, Libraries 4 5 2023 2023-05-04 10.1371/journal.pone.0283742 http://dx.doi.org/10.1371/journal.pone.0283742 COLLEGE NANME Medical School COLLEGE CODE MEDS Swansea University SU Library paid the OA fee (TA Institutional Deal) HEFCW The research was funded by a Higher Education Funding Council for Wales, Higher Education Investment and Recovery Fund (W21/08HE) project to establish a Universities Wales Learning and Teaching Network (LTN). The LTN then awarded funds to PMN to complete the project. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. 2023-11-29T09:02:18.2688815 2022-12-07T12:36:34.9930858 Faculty of Medicine, Health and Life Sciences Swansea University Medical School - Medicine Menna Brown 0000-0003-1427-1648 1 Alice Hoon 0000-0002-9921-6156 2 Maisie Edwards 3 Shawn Shabu 0000-0002-3086-6943 4 Imannuella Okoronkwo 5 Phil Newton 0000-0002-5272-7979 6 62136__28076__4757f36d2ff141d1ac6dabe58aee10ab.pdf 62136.pdf 2023-07-11T13:21:34.0673994 Output 1464002 application/pdf Version of Record true © 2023 Brown et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. true eng http://creativecommons.org/licenses/by/4.0/
title A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
spellingShingle A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
Menna Brown
Alice Hoon
Maisie Edwards
Phil Newton
title_short A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
title_full A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
title_fullStr A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
title_full_unstemmed A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
title_sort A pragmatic evaluation of university student experience of remote digital learning during the COVID-19 pandemic, focusing on lessons learned for future practice
author_id_str_mv cf3c261a9100f79a3f1d018fa4066595
6ee42ad57b74f8941f4de3f02eed163f
cafbd8485fa69b71c0471fe5dfcd1b88
6e0a363d04c407371184d82f7a5bddc8
author_id_fullname_str_mv cf3c261a9100f79a3f1d018fa4066595_***_Menna Brown
6ee42ad57b74f8941f4de3f02eed163f_***_Alice Hoon
cafbd8485fa69b71c0471fe5dfcd1b88_***_Maisie Edwards
6e0a363d04c407371184d82f7a5bddc8_***_Phil Newton
author Menna Brown
Alice Hoon
Maisie Edwards
Phil Newton
author2 Menna Brown
Alice Hoon
Maisie Edwards
Shawn Shabu
Imannuella Okoronkwo
Phil Newton
format Journal article
container_title PLOS ONE
container_volume 18
container_issue 5
container_start_page e0283742
publishDate 2023
institution Swansea University
issn 1932-6203
doi_str_mv 10.1371/journal.pone.0283742
publisher Public Library of Science (PLoS)
college_str Faculty of Medicine, Health and Life Sciences
hierarchytype
hierarchy_top_id facultyofmedicinehealthandlifesciences
hierarchy_top_title Faculty of Medicine, Health and Life Sciences
hierarchy_parent_id facultyofmedicinehealthandlifesciences
hierarchy_parent_title Faculty of Medicine, Health and Life Sciences
department_str Swansea University Medical School - Medicine{{{_:::_}}}Faculty of Medicine, Health and Life Sciences{{{_:::_}}}Swansea University Medical School - Medicine
url http://dx.doi.org/10.1371/journal.pone.0283742
document_store_str 1
active_str 0
description The Covid-19 pandemic and subsequent national lockdowns resulted in drastic changes to the way that higher education was delivered. A mixed-methods research study was conducted to explore university students’ perceptions of online learning during the 2020/21 academic year. Students from across all Welsh higher education institutions were invited to participate. First, a series of focus groups (n = 13) were conducted to explore students’ experiences of online learning during the pandemic. Two were conducted in Welsh, the remaining eleven in English. Thematic analysis led researchers to develop eight key themes: Seeking the positives, Facilitators to learning, Barriers to learning, Lost sense of community, Let down by University, Workload, Assessment, and Health and well-being. These themes informed the design of a quantitative survey which was completed by 759 students. It was found that students were largely satisfied with the quality of online learning, however there were specific challenges associated with a lack of community, wellbeing concerns, and challenges with loneliness and isolation. Data from the focus groups and survey informed recommendations for practice in three key categories; teaching practice, institutional level recommendations, and student health and wellbeing considerations.
published_date 2023-05-04T20:18:11Z
_version_ 1821347457897857024
score 11.04748

Similar Items