The move to on-line teaching in UK higher education was swift and dramatic as the Covid pandemic drove society into lockdown. Programmes and modules traditionally taught face to face were suddenly converted to be delivered in an on-line format. This research explores the experience of this process over an academic year, at all levels of educational progression, from first year undergraduates, to post-graduates on a one-year programme. Using a qualitative focus group strategy, this research project investigated key themes of motivation and engagement, and the impact the move on-line had on the students sense of belonging, the formation of trust, and the impact on social isolation. The main finding of this research are that programmes of study that move on-line must focus on more than simple issues of delivery, but recognise the significance of the socio-emotional dimensions of study and the need to build networks and relationships, in order to establish, grow, and maintain motivation and engagement.
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| http://dx.doi.org/10.1016/j.heliyon.2022.e10637 | DOI Listing |
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