| Autor: |
Hulene, George, Cronshaw, Sue, Davies, Eleanor, de Main, Leanne, Holmes, Hannah, Hope, Alex, Odindo, Chris, Page-Tickell, Rebecca, Rawal, Amit, Roberts, Samantha, Talbot, Danielle, Vieth, Sabrina, Wolstencroft, Peter |
| Jazyk: |
angličtina |
| Rok vydání: |
2023 |
| Zdroj: |
Hulene, G, Cronshaw, S, Davies, E, de Main, L, Holmes, H, Hope, A, Odindo, C, Page-Tickell, R, Rawal, A, Roberts, S, Talbot, D, Vieth, S & Wolstencroft, P 2023, Student Engagement Guidelines: Learning from innovative practices introduced in response to COVID-19. A collaboration of 10 UK modern universities . Quality Assurance Agency for Higher Education . < https://www.qaa.ac.uk/membership/collaborative-enhancement-projects/student-experience/student-experience-and-student-expectations-in-a-post-pandemic-teaching-and-learning-environment# > |
| Popis: |
This project investigates student experiences and student engagement in the post-pandemic world of HigherEducation in the UK. It is a QAA-funded Collaborative Enhancement Project involving 10 Higher EducationBusiness Schools who have experienced institutional challenges and developed different strategies to maintainpositive student experiences and explore avenues for improvements amidst the Covid-19 pandemic. Data wascollected through a student survey and focus groups conducted at each of the 10 participating universities.As a result of the survey, we gathered significant quantitative data on students’ perspectives on engagement.Participating students ranked the importance of 31 engagement criteria from ‘not at all’ to ‘extremely’important, indicating their priorities for what they view as student engagement. Additional questions aroundengagement patterns provided insights into the behaviours and student attributes that shaped theseperspectives.In addition, focus groups provided interesting qualitative insights that complement the survey results, allowingstudents to express their views and opinions on studying before, during and after the pandemic. This revealedcompelling findings that elaborate the changes students have undergone during this period, and thereflections they have drawn from these.A number of interesting findings emerged from this data. These primarily centre around themes includingtimetabling and commuting students, the need for physical and virtual communities, the importance ofrecordings for flexible learning, digital literacy and inequalities, and the need to do more to mobilise studentvoices. Building on these themes, we discuss their meaning in the context of post-pandemic studentexperiences and the need to rethink the idea of student engagement to extend beyond the synchronousphysical classroom experience. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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