‘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

Thornton, Claire M.; Peart, Daniel J.; Hicks, Kirsty M.; McCullogh, Nicola; Allen, Georgia

doi:10.1080/0309877x.2023.2175649

Cited by 5 publications

(6 citation statements)

References 17 publications

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“…Another indicator for this paradigm shift to HL is students’ appreciation of the flexibility offered by HL in which learning can be accessed online, synchronously and asynchronously. This aligns with recent research (Harnett et al, 2023; Osaili et al, 2023; Thornton et al, 2023). There are many facets to flexibility, as it refers to flexibility in time, space, learning pace, academic schedule, and learning conditions.…”

Section: Discussionsupporting

confidence: 93%

“…In the HL setting, several interviewees also experienced situations where their peers were reserved or unreachable. This was similar to Thornton et al (2023) study, where it is expressed that break-out room discussions are often uncommunicative until the lecturer joins in. Note that students reported that the instructor's lack of training and familiarity with HL resulted in a skewed focus towards on-site learners rather than online learners, and questions arising from online learners were not attended to.…”

Section: Interrelated Influence Of Teacher and Technology In Hl On Sesupporting

confidence: 76%

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University Students’ Experiences and Reflection on Their Transition to HyFlex Learning During Post-COVID Times

Adi Badiozaman,

Ling,

2024

Journal of Educational Technology Systems

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The complexities involved in HyFlex teaching and learning prompt us to consider what we know about university students’ experiences as they transition into this new pedagogical approach post-pandemic. As part of a larger mixed-methods study, this paper focuses on the qualitative phase, which investigated HyFlex learning (HL) experiences of 17 students from six higher education institutions to gain a more comprehensive understanding of how HL is viewed, the challenges faced and what competencies shaped their engagement with HL. The results show that students’ experience is influenced by instructors’ HL competence in synchronous and asynchronous aspects of the classroom and students’ e-learning self-efficacy. Students’ agentic competence, developed and augmented during the pandemic, was illustrated in their reported strategies (i.e., problem-solving, decision-making, self-regulation, and adaptability) engaging within the HL environment. The findings lead to practical implications and identify the need to improve HL delivery. Suggestions for future research are also provided.

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Section: Discussionsupporting

confidence: 93%

Section: Interrelated Influence Of Teacher and Technology In Hl On Sesupporting

confidence: 76%

University Students’ Experiences and Reflection on Their Transition to HyFlex Learning During Post-COVID Times

Adi Badiozaman,

Ling,

2024

Journal of Educational Technology Systems

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“…This paper presents a further analysis of the data collected for a previous publication ( McCullogh et al, 2022 -a; Thornton et al, 2023 -a). An online survey (as outlined by Thornton et al, 2023 -a) was distributed to all undergraduate students on undergraduate sport related programmes at a university in the North of England in November 2020 (Foundation year, BSc Applied Sport and Exercise Science, BSc Applied Sport Science with Coaching, BSc Sport Coaching, BSc Sport Management and BSc Sport Development).…”

Section: Methodsmentioning

confidence: 95%

“…Follow up work identified that the reduced practical element had a negative impact on perceived engagement, but there could be scope to move to a more blended delivery method (I.e. keep some content online) ( Thornton, Peart, Hicks, McCullogh, & Allen, 2023 -a). Such blended delivery has been well received in sport and exercise science, with students valuing the provision of face-to-face alongside online learning ( Finlay, Tinnion, & Simpson, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students

Briggs¹,

Thornton²,

McIver³

et al. 2023

Journal of Hospitality, Leisure, Sport & Tourism Education

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“…Papers have explored the greater flexibility that online teaching methods brought to student learning [18], whilst also noting challenges around social isolation, struggles with technology, wifi and study spaces, and general mental health and wellbeing [19]. Some students would not recommend online delivery to others, based on their experiences in the pandemic [20].…”

Section: Introductionmentioning

confidence: 99%

Post-Pandemic Learning Technology Developments in UK Higher Education: What Does the UCISA Evidence Tell Us?

Walker,

Voce

2023

Sustainability

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This paper explores the impact of the COVID-19 pandemic on learning technology developments within UK higher education, informed by the perspectives of the institutional Heads of E-Learning. Using a mixed-methods research design, drawing on Universities and Colleges Information Systems Association (UCISA) technology-enhanced learning (TEL) survey data (2018–2022) and panel discussions with institutional Heads of E-Learning, the paper discusses the key changes arising from the pandemic and the likely long-term impact they will have on technology adoption and usage within UK higher education. The UCISA data highlight an increased level of investment in TEL services in the period from 2020 to 2022, with UK higher education institutions supporting an extended core set of centrally managed tools. Interview data indicate that advances in technology provision and staff support are being used to help deliver more flexible and inclusive learning designs. However, the carrying forward of innovative practices from the emergency remote-teaching phase is far from certain, and contingent on instructional competencies (capability) and the capacity of teaching staff to support these developments. We conclude that institutions will need to commit to offering incentives and ongoing professional development to their teaching staff to support sustained innovation in their teaching and course delivery methods.

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‘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

Cited by 5 publications

References 17 publications

University Students’ Experiences and Reflection on Their Transition to HyFlex Learning During Post-COVID Times

University Students’ Experiences and Reflection on Their Transition to HyFlex Learning During Post-COVID Times

Investigation into the transition to online learning due to the COVID-19 pandemic, between new and continuing undergraduate students

Post-Pandemic Learning Technology Developments in UK Higher Education: What Does the UCISA Evidence Tell Us?

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