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Nicklin, L, Wilsdon, L, Chadwick, D, Rhoden, L, Ormerod, D, Allen, D, Witton, G and Lloyd, J (2022) Accelerated HE digitalisation: Exploring staff and student experiences of the Covid-19 HE rapid online-learning transfer. Education and Information Technologies, 27 (6). pp. 7653-7678. ISSN 1360-2357
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Abstract
In the UK, the first ‘lockdown’ of the COVID-19 pandemic necessitated a rapid shift to online learning and digital technologies in Higher Education (HE). While the situation was unprecedented, extant literature on online learning suggested there would be challenges, opportunities, and benefits to this transition, and we sought to understand these via a case study of one UK HEI department at this time. To draw out in-depth and nuanced accounts of this (at time of investigation–unstudied) scenario, qualitative data were collected via semi-structured online interview or written reflection. To explore, identify and understand the experiences from both sides, and with a diverse sample, we purposively recruited both staff (n = 10) and students (n = 12), from various roles and backgrounds, including those with additional learning and/or mental health needs. The ‘bricolage’ data were analysed inductively, utilising a latent reflexive approach, and organised into a framework around five core themes: ‘methods and means of engagement’; ‘learning maintenance, destruction and construction’; ‘remote education and resource accessibility and literacy’; ‘support and communication’; and ‘life and learning: responses, adaptations and impacts’. Within these, a range of challenges, successes and, most importantly, future learning and innovation outcomes were identified by staff and students, particularly relevant to working with and supporting students with additional needs in the online learning forum. These discoveries informed a set of practical recommendations, provided here in Box 1, for (rapid implementation of) online learning (in times of stress).
| Item Type: | Article |
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| Additional Information: | This version of the article has been accepted for publication, after peer review (when applicable) and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: http://doi.org/10.1007/s10639-022-10899-8 |
| Uncontrolled Keywords: | online learning; education innovation; rapid transition; qualitative; higher education; COVID-19; Online learning; COVID-19; Higher education; Qualitative; Rapid Transition; Education Innovation; COVID-19; Education Innovation; Higher education; Online learning; Qualitative; Rapid Transition; Infectious Diseases; Coronaviruses; Behavioral and Social Science; Emerging Infectious Diseases; 3 Good Health and Well Being; 4 Quality Education; 08 Information and Computing Sciences; 13 Education; Education |
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education |
| Divisions: | Psychology (from Sep 2019) |
| Publisher: | Springer |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 28 Jan 2025 10:10 |
| Last Modified: | 28 Jan 2025 10:15 |
| DOI or ID number: | 10.1007/s10639-022-10899-8 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/25217 |
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