'If Lecturers Are at Home, They Can't Tell Their Kids to Shut Up': University Student Engagement with Blended Learning during COVID-19: A Mixed Methods Study

Autor/inn/en	Thornton, Claire; Peart, Daniel; Hicks, Kirsty; McCullogh, Nicola; Allen, Georgia
Titel	'If Lecturers Are at Home, They Can't Tell Their Kids to Shut Up': University Student Engagement with Blended Learning during COVID-19: A Mixed Methods Study
Quelle	In: Journal of Further and Higher Education, 47 (2023) 4, S.540-550 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thornton, Claire) ORCID (Peart, Daniel) ORCID (Hicks, Kirsty) ORCID (McCullogh, Nicola) ORCID (Allen, Georgia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2023.2175649
Schlagwörter	Foreign Countries; College Students; Learner Engagement; Blended Learning; Pandemics; COVID-19; Emergency Programs; Student Attitudes; Negative Attitudes; Student Experience; Electronic Learning; Distance Education; Sense of Community; Feedback (Response); Educational Technology; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Hilfsprogramm; Schülerverhalten; Negative Fixierung; Studienerfahrung; Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Großbritannien
Abstract	COVID-19 had an unprecedented impact on daily living and resulted in many restrictions across all areas of life. Consequently, educational establishments in the UK adapted teaching delivery by moving to online or blended learning during the main 'stay at home' phase and many remained online as ongoing restrictions were announced. Many changes made during this period such as a move to online learning are likely to remain, in some capacity, as we emerge from the pandemic. The aim of this study was to explore student engagement with online and blended learning in a Higher Education (HE) institution using a mixed methods approach. One hundred and eighty-two HE sport students completed an online survey and a total of twenty one HE students took part in a series of online focus groups to gain a unique insight into how the move to online learning affected engagement from the student perspective. The findings indicated that although most students engaged with the online materials, many had a perceived negative experience. Students in general would not recommend online delivery to others and an overwhelming majority felt disadvantaged in terms of motivation and lack of community by moving to online learning. There was some positive feedback around the use of some technological tools to facilitate answering questions as well as use of online lectures for delivering content driven sessions. Our results clearly demonstrate that that a one size fits all approach is not appropriate when it comes to online learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01