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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The experiences of the COVID-19 cohort
T2 - an analysis of the student experience using a Teaching and Learning Regime approach
AU - Hounsome, L.
PY - 2023/11/26
Y1 - 2023/11/26
N2 - This paper utilises a Teaching and Learning Regime (TLR) approach to analyse the student experience (SE) in the COVID-19 setting. Using mixed-methods methodology, the research uses interviews and survey responses from current students at a UK university to identify the multi-dimensional and immersive relationship with their institution. TLR moments were used to thematically analyse the findings. They illustrated a nuanced and often divided SE that, in a COVID-19 environment, bring in extensive external influences from home-life, mental health levels and socio-economic standing. The analysis reveals COVID-19 mixed responses to online learning and the relationship between students and staff members, and the perceived value of online learning. It highlights the importance of spaces and buildings in the SE, and the significant impact friendships and flatmates have had on sustaining university routines and activities. It will also show the intense powerlessness and sadness that has impacted this cohort of students, and how this has manifested through distrust of higher management structures and health implications. The paper highlights ways in which the TLR approach can be used to identify enhancements to the SE in COVID-19 times. These include understanding the value students place on materiality and personal connections, and in maintaining accessibility and flexible learning that have had a positive impact on their studies.
AB - This paper utilises a Teaching and Learning Regime (TLR) approach to analyse the student experience (SE) in the COVID-19 setting. Using mixed-methods methodology, the research uses interviews and survey responses from current students at a UK university to identify the multi-dimensional and immersive relationship with their institution. TLR moments were used to thematically analyse the findings. They illustrated a nuanced and often divided SE that, in a COVID-19 environment, bring in extensive external influences from home-life, mental health levels and socio-economic standing. The analysis reveals COVID-19 mixed responses to online learning and the relationship between students and staff members, and the perceived value of online learning. It highlights the importance of spaces and buildings in the SE, and the significant impact friendships and flatmates have had on sustaining university routines and activities. It will also show the intense powerlessness and sadness that has impacted this cohort of students, and how this has manifested through distrust of higher management structures and health implications. The paper highlights ways in which the TLR approach can be used to identify enhancements to the SE in COVID-19 times. These include understanding the value students place on materiality and personal connections, and in maintaining accessibility and flexible learning that have had a positive impact on their studies.
KW - Education
U2 - 10.1080/0309877X.2023.2241400
DO - 10.1080/0309877X.2023.2241400
M3 - Journal article
VL - 47
SP - 1304
EP - 1315
JO - Journal of Further and Higher Education
JF - Journal of Further and Higher Education
SN - 0309-877X
IS - 10
ER -