Supporting Student Experience During the Pandemic and Beyond

Abstract

This article reports the findings from a small-scale, qualitative and phenomenological institutional research project, undertaken during the COVID-19 pandemic, on the experiences of undergraduate students from groups who are traditionally under-represented in higher education in the United Kingdom. Documenting the first two phases of a longitudinal study carried out at one university in England, the over-arching research question investigated here using semi-structured interviews was: How has the ongoing COVID-19 pandemic impacted student experiences and learning at university? Key themes identified included worry, a sense of loss, feelings of connection and support, a sense of a new geography of campus life and students' need to feel "in the loop". Evidence of changes with longer-term implications were also found, namely, an evolution in the relationship between students and their institution. A series of suggestions are presented based on the findings aimed at mitigating some of the ongoing negative effects of the pandemic on students.

COVID-19 Pandemic Experiences: Cross-Border Voices of International Graduate Students in Australia and America

“…While quarantine, social distancing, and border restrictions are health measures for COVID-19 containment, our study indicates these strategies increase instances of social and physical isolation, and the amount of time spent away from friends and families (Lewnard & Lo, 2020). Feelings of exclusion, disconnection, loneliness, and isolation among international students (Sullivan & Kashubeck-West, 2015) have detrimental effects on their mental health and wellbeing, and during crises, especially COVID-19, this can worsen (Brooks et al, 2020;Sanderson et al, 2021). In our study, loneliness was one key experience.…”

“…The identified experiences also necessitate universities to reconsider how they support and engage international students, as this can help ameliorate the pandemic's effects on their wellbeing and academic life. As Sanderson et al (2021) found in their study on supporting student experience during the pandemic and beyond, such effective support services can improve students' mental, social and psychological wellbeing. We propose that such support practices should entail universities adopting a more human-centred, inclusive, equitable and sustainable approach, regardless of student backgrounds.…”

“…The findings indicate that due to the unpredictability of the virus and its associated health and emotional concerns, some people, including international students, prayed (Bentzen, 2021) and were hopeful and assured, enabling them to stay secure and confident. Sanderson et al (2021) identified that during the COVID-19 pandemic, student experiences and learning were impacted by feelings of worry and frustration.…”

Improving Student Success with Online Embedded Tutor Support in First-Year Subjects

“…Students often find it harder to connect with peers where there is an online or blended delivery of subject content. The divide is greater for students from non-traditional backgrounds who are less likely to have access to key study resources and an appropriate workspace at home (Sanderson et al, 2021). This is compounded by the individual experiences of students throughout the COVID-19 pandemic such as changes to work and caring responsibilities.…”