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Student Engagement in Higher Education Journal
Number of Followers: 6  Open Access journalISSN (Print) 2399-1836 Published by U of Greenwich  [3 journals]
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- Student Engagement in the time of a Pandemic
Authors: Steve McVeigh, Jill Lebihan, Rachel Forsyth
Pages: 1 - 2
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- A Higher Education rid of our Rich Engagements: Reflecting on student
engagement during COVID-19.
Authors: Tom Lowe
Pages: 3 - 6
Abstract: The global pandemic of COVID-19 has created chaos for student engagement in higher education (HE). The majority of University systems worldwide were forced to move to online learning, drastically restrict face to face activities, and limit student interactions on campus and across countries as part of government activities to stop transmission. A virus that spread through social interactions automatically limited our HE provision which has traditionally relied upon such student-student, and student-staff engagement, bringing people together from across nations and the wider world to campuses of learning, discussion, activity and socialising. Situated within this context, this paper explores the shift away from the common student experience of travelling to the location of study and the effect this has had on many of the student engagement opportunities that occur in our locations of learning. These student engagements are what this paper will term the “rich engagements” of higher education, to which this paper will explore.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Exploring the experiences of student engagement of a final year social
science student in the role of coordinator for Sheffield Nightline during
the COVID-19 pandemic.
Authors: Rebecca Mayne
Pages: 7 - 12
Abstract: Abstract: This paper explores my personal and academic experiences during the COVID-19 Pandemic as a final year social science student completing an empirical dissertation, and the coordinator for Sheffield Nightline - a student-run listening service similar to the Samaritans. The coordinator’s responsibilities involve managing volunteers, stakeholders, and recruitment. My experiences as a student and as coordinator helped me to develop skills in empathy, remote learning, motivation, and productivity. The pandemic presented challenges for me as a student, e.g., waiting for library books to be posted, Wi-Fi issues, challenges engaging in online seminars and emotional stresses from the pandemic, and for Nightline, e.g., converting the service to a remote working platform and to online training, providing support for volunteers and dealing with funding cuts. There were also unexpected positive consequences of the pandemic, for example as a student; I improved my time efficiency, found it easier to recruit dissertation participants, experienced more accessible learning and improved my ability to balance responsibilities. For Nightline, there were higher volunteer applications and improved stakeholder connectivity. Overall, using critical reflection techniques I learnt during my Criminology & Psychology course, this paper provides a comprehensive and candid insight into a students’ and leaders’ experience during the pandemic.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- COVID-19 Student Reflection: Is Supporting Others, Supporting
Yourself'
Authors: James McMillan, Sinead Farrell
Pages: 13 - 17
Abstract: This paper outlines the experience and personal development of two final year BSc Psychology students during the COVID-19 pandemic, working alongside the BSc Psychology course as Psychology Peer Advisors. The scheme was set up to offer peer support to psychology students, both academically and emotionally. As Peer Advisers, the scheme allowed many transferable skills to be strengthened such adaptability, communication, and resilience. The pandemic acted as a catalyst as these skills had to be acquired quickly and used constantly; this opened further opportunities for future career prospects in both policing and clinical routes. The COVID-19 pandemic placed an immense strain upon both students and staff, something witnessed first-hand by Peer Advisors, whether it be the unexpected transition into working virtually or the external stress of a pandemic creating a lack of focus on studies and the daunting reality this may affect the ability to meet deadlines. The Peer Advisers had to adapt to the challenges we faced whilst advising and supporting our peers, which was challenging at times as we were still figuring out how to approach this situation ourselves. Nonetheless, being a part of a community within the Peer Advisor scheme during a year when the university felt distant helped us grow academically, personally and feel connected. This paper aims to provide comprehensive insights from students during an unpredictable final year of university, who attempted to utilise supporting their peers to their advantage in meeting their own goals, in university and beyond.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Impact of postgraduate transition through a pandemic student engagement
Authors: Olivia Ley, Alyssa Aglae
Pages: 18 - 23
Abstract: This paper explores two students' experiences transitioning from an undergraduate to a postgraduate degree in Forensic Psychology (MSc) during the COVID-19 pandemic. During the pandemic, both students advertised, attended, and ran writing circles whilst being Senior Peer Advisors which contributed to our transition, experience, and learning. Writing circles and retreats were implemented to try and combat some of the impacts of online learning due to the pandemic. Overall the sessions have helped us to develop our leadership and planning skills which are vital skills for future employment. Being part of writing circles themselves helped provide valuable feedback from peers to improve our assignments before deadlines, providing understanding and meaning and a way to assess how clear our writing is. Helping us to develop more creative ways of collaboration online which can be transferred to work environments. The benefits of running sessions online meant they were more inclusive to more students geographically/availability, offering peer support and creating friendships, and reducing academic stress/fears of the unknown from delayed replies from tutors. Limitations included not being in person meant that we could not physically talk through our work and lots of students worried about plagiarism due to the distribution of digital copies of work prior to establishing ground rules. Technological issues were encountered with frequent connection issues, but this was counteracted by emailing copies of feedback after each session. Overall, actively engaging ourselves and peers in writing circles benefited student engagement due to the combined reduced support at Master's level and COVID-19.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- How have Supplemental Instruction-Peer Assisted Study Sessions (SI-PASS)
programmes adapted during the Coronavirus pandemic'
Authors: Joakim Malm, Marcia Ody, Helena Elvén Eriksson, Isabella Fairclough, Roger Helde, Matthew Oakley, Beth Rotherham, Elisabeth Suzen, Hege Sletvold, Amber Walsh Olesen
Pages: 24 - 44
Abstract: In this paper we look at the adaption of SI-PASS programmes during the Coronavirus pandemic drawing from four Higher Education Institutions (HEIs) as case studies: The National University of Ireland (NUI) Galway in Ireland, Nord University in Norway, Lund University in Sweden and the University of Manchester in the UK. The paper focuses on how SI-PASS programmes adapted during the pandemic and also on the role of SI-PASS in student engagement in an extraordinary time. Here, attention is given to the numerous challenges that the SI-PASS teams have faced. For instance, how to engage students in an online environment or in a face-to-face setting with social distancing, training student leaders to hold online sessions, support of leaders, and enhancing the student participants’ learning experience. Attention is also given to the potential benefits of online SI-PASS and lessons learned that can be incorporated in post-pandemic SI-PASS programmes.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Student Engagement in a Digital Context: 360 Immersive Video and Feedback
Authors: Kirsty Russell
Pages: 45 - 51
Abstract: This case study discusses a recent small-scale research project that investigates the integration of 360 camera and head mounted display units (HMD’s) to enhance formative video feedback in Dance Technique in Higher Education (HE). The project was funded by the Teaching and Learning Innovation Fund at the University of Lincoln and led by academics in the School of Fine and Performing Arts. The project took place throughout the academic year 2020/2021 and was designed to respond to the challenges the pandemic had created for Dance in HE. A group of 10 final year BA Hons Dance university students chose to participate in the project for the duration of the year.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Fostering purposeful engagement by building staff-student communities
Authors: Chris Brignell, Christina Brady, Lisa Mott, Tom Wicks
Pages: 52 - 62
Abstract: In response to the Covid-19 pandemic, many universities moved to a blended delivery of online and in-person teaching. While necessary for public health, this significant disruption to education risked greater isolation and anxiety for students with the potential for less engagement and, consequently, reduced confidence in their abilities. However, it also presented an opportunity to re-evaluate practice and take steps to create new staff-student communities with potential to shape student engagement. The School of Mathematical Sciences at the University of Nottingham took several approaches to preserve and enhance student engagement, such as induction processes to foster new online communities, initiatives to boost academic and social interaction, development of close partnerships between staff and students in shaping the pandemic response, and the creation of an online staff community to discuss pedagogic practice and share training resources. The effectiveness of these approaches has been evaluated throughout the pandemic via staff-student meetings, module evaluation surveys and staff surveys. More than half the cohort joined an online student forum showing students appreciated online social interaction. However, for studying, students engaged in new one-to-one study-buddy and peer-mentoring schemes which students reported reduced their isolation and anxiety associated with online learning. Students reported online discussion forums to be one of the most useful tools for online learning. They liked being able to ask questions anonymously, in a forum where the lecturer was also present, something they could not do previously with in-person teaching. However, many students reported difficulty with managing their time because of increased asynchronous learning activity indicating a need for students to be trained in how to engage with online studying. Most staff have adopted elements of flipped learning to maximise student-student and student-staff interaction in the limited contact time. Staff engagement in their online community was strong, with most staff attending workshops and training sessions regarding online teaching. Consequently, staff were able to rapidly trial and share approaches that successfully addressed student feedback and promoted interaction.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- 1520 Health students, 121 Teams channel meetings What could go
wrong…Running an engaging interprofessional education session in the
Covid-19 pandemic
Authors: Sarah Aynsley, Jane Jervis, Simon Jacklin
Pages: 63 - 71
Abstract: Never has interprofessional education (IPE) been more pertinent than in the midst of a pandemic. NHS teams are stretched, professionals are stepping up into new roles and new teams of health professionals are working together for the first time. At Keele we run an ambitious program of IPE across our health and natural sciences faculties bringing together students within a year group across 8 programmes, to engage in a half day of activities in multi professional groups. Usually run in large spaces in situ across the university, the coordinated effort to deliver and encourage engagement from a diverse student population is difficult in normal times, and seemed impossible to emulate in the midst of a pandemic. With distanced facilitators and students dissociated from the usual social engagement that university life brings, there were concerns around student engagement with the program and the ability to deliver on the large scale necessary. Not to be defeated within a matter of months we developed an online version of both our first and second year programs. Using Teams as a platform, we delivered both of our interprofessional activities; Year 1 - Introduction to roles and responsibilities and Year 2 - Healthcare teams. These were half day timetabled events running simultaneously across multiple private channels, with groups of 8-10 students and a facilitator. The students were given an ice breaker activity and a series of online tasks to complete as a group. Both events were evaluated from a student and facilitator perspective, with questions around meeting the learning outcomes, as well as student engagement and enjoyment. Despite a few technical hiccups students were overwhelmingly positive towards the event, and facilitators and students reported high levels of engagement and enjoyment. In particular the opportunity to meet and work with students from other health schools was well received, and led to beneficial opportunities to learn from and about each other. Here we describe the resources we made, with a particular focus on activities which would be accessible and engaging, and present our commentary on designing and running the event alongside student and staff evaluation. With unexpected benefits to student engagement associated with the online version we are now looking to the future to implement lessons learnt from organising this event and hope to inspire others in running similarly ambitious projects, both during, and after the pandemic.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Swiftly Switching Project-Based Learning to the Online Environment
Authors: Juliette Wilson-Thomas
Pages: 72 - 81
Abstract: Due to the global Covid-19 pandemic our foundation year in Education and Childhood studies has, for the most part, taken place online this year. The course usually involves four units taught over the whole year giving students a foundation in academic practice, a theoretical basis in education studies, and in childhood studies, as well as our project-based EdLab unit which provides a space for students to engage in educational innovation and creation as practitioners. This unit has evolved over a number of years to provide a closely supported and student-centred curriculum, which provides a set of challenges, which grow in scope over the year, offering an opportunity for our students to develop their facilitator/educator. However, this year this has had to be taught in a condensed manner online. This case study will explore the differences in outcomes between this, and the previously taught course, through considering staff perspectives, student engagement and student responses to the unit. It will argue for the need to ensure students continue to receive opportunities for slower, ongoing engagement with subjects and practices, in order to develop their confidence and skills through opportunities for reflection, conceptualisation and experimentation. It is argued that these opportunities are lacking in a condensed and online format, and that the benefits of project-based pedagogy suffer in this context.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Peer-to Peer Phone Calls as a Method of Providing Proactive and
Personalised Support to Enhance Student Engagment
Authors: David Gilani, Russell Parke, Nathan Wilson
Pages: 82 - 104
Abstract: Rationale Middlesex University has piloted two new schemes to support students and staff in our predominantly online teaching for the 2020/21 academic year:
Our Digital Buddies scheme was launched at the beginning of this academic year to provide additional support to academics in running online classes
Our Student Support Callers scheme was launched in week 6 of teaching to provide peer-to-peer support for students who were showing early signs of low engagement with online learning. This research will evaluate to what extent these pilot schemes have been successful in their aims of equipping students and staff for learning in a digital environment. Our evaluation will also have a specific focus on student and staff confidence levels and how this changed over the pandemic with the addition of these two supportive interventions. Research questions
To what extent can student support in the running of online classrooms improve the teaching experience of academics and learning experience of students'
To what extent can student-to-student phone conversations be utilised to make a significant impact on student engagement levels'
Did these supportive interventions impact our student population in a homogenous way or did impact differ depending on student demographics'
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Houston, we Have a Pandemic: Technical Difficulties, Distractions and
Online Student Engagement
Authors: Dimitra Kostaki, Irene Karayianni
Pages: 105 - 127
Abstract: The COVID-19 pandemic has brought unprecedented and sudden changes to various facets of daily life, including a massive shift to remote education. College students rely on technology to attend class and interact with instructors and peers, while possibly facing technical and situational difficulties at home. Considering the unprecedented situation, the purpose of the present study was to extend online student engagement literature during the COVID-19 pandemic. The survey sample consisted of 78 undergraduate students, recruited online. Participants completed scales on online student engagement, technical difficulties, home distractions and computer self-efficacy, as well as two exploratory open-ended questions on their attitudes towards online classes. Student engagement was negatively correlated with both technical difficulties and home distractions, while computer self-efficacy mediated the relationship between student engagement and technical difficulties. Students reported that what they enjoyed most in e-classes were the exact aspects that interfered with their learning and engagement. The most commonly reported concern in online courses was impaired concentration and technical issues, while flexibility, time efficiency and home comfort were the most prevalent aspects that students enjoyed. The study aims to shed light on engagement in remote learning, as online classes may eventually become an integral component of higher education after the return to a so-called new normality.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- When Distance Deepens Connections: How Intercollegiate Partnership
Programs Support Empathetic, Engaged, and Equitable Teaching Approaches
Authors: Nandeeta Bala, Alison Cook-Sather
Pages: 128 - 145
Abstract: “Distance has the potential to move us closer. The evidence is right here: these intercollegiate connections wouldn’t have happened without this crisis. What does this rupture do to teaching and how do we move forward'” - Parker Matias, student partner, Reed College, 17 April 2020 In mid-April of 2020, after colleges and universities across the United States pivoted to remote teaching and learning, Nandeeta Bala (student co-author) and Alison Cook-Sather (faculty co-author) invited undergraduate student partners from nine institutions with pedagogical partnership programs to join discussions about how to navigate—and support faculty partners in navigating—this unprecedented shift. These student partners generated recommendations that were shared across 15 institutions, and student and faculty partners published essays about their work (Cook-Sather & Bala, 2020). To expand these connections, Bala and Cook-Sather launched several intercollegiate projects. These included weekly conversations for small groups of faculty, staff, and students about Trauma-informed, Anti-racist Teaching and Learning in Hybrid and Remote Contexts in Fall 2020 and Equity in Assessment in Spring 2021, with all sessions led by pairs of intercollegitate, undergraduate student partners. Bala and Cook-Sather also created Pairing Student Partners: An Intercollegiate Collaboration. In Fall 2020, 26 student partners from nine universities in three countries were paired with the goal of developing new relationships and supporting pedagogical partnership during this uncertain time; in Spring 2021, there are 28 student partners and counting. In this article, Bala and Cook-Sather address the questions below to explore how the co-creation of these multiple intercollegiate programs builds global community to support and deepen engagement during a period of isolation induced by the pandemic. How did the advent of the pandemic affect institutional pedagogical partnership programs' How did (a) student partners, (b) faculty partners, (c) program directors react/respond' How did our programs sustain themselves and their participants through the pandemic' How did partnership itself support our programs' Which principles, structures, and practices could remain in place and what new principles, structures, and practices needed to be created to sustain partnership work' What role did the intercollegiate discussions play in connecting partners from different institutions and how did student partners experience these connections' In what ways, if any, have these programs and connections fostered empathy, deeper understanding, and engagement during this time' How might we further develop or sustain these programs' What insights and approaches developed as a result of the pandemic do we want to carry forward post-pandemic and why'
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- New Directions for Student Engagement in Authentic Healthcare Assessment
Authors: Sam Elkington, Paul Chesterton , Philip Cosson
Pages: 146 - 164
Abstract: Since the onset of the pandemic universities have had to rethink how the significant resources devoted to assessment might be reconfigured (even reimagined) to support student learning amid the switch to online modes of study. Upholding commitments to authentic assessment practices in such an uncertain learning context, particularly for those programmes with a professional practice focus, has demanded significant pedagogic flexibility and creativity in ensuring the assessment of student learning remains a positive and productive process, which adds value to the student experience and has inherent authentic value. This article brings together practice innovations from three different Healthcare programmes (BSc Sport and Exercise Science, BSc Radiography, and MSci Chiropractor) that have aimed to design and implement alternative authentic assessment arrangements. The paper explores the extent to which deploying these alternative digital assessment strategies has been a vector for change in healthcare assessment practice. Key findings reveal how resources can be effectively utilised to enhance the student learning experience through better access to assessment information, a broader range of tasks, timely feedback, student-student and student-staff dialogue around assessment, and support for peer and group assessment.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Student engagement in blended and connected learning and teaching: a view
from students
Authors: Alejandro Armellini, Harriet Dunbar-Morris, Amy Barlow, Dylan Powell
Pages: 165 - 181
Abstract: This article addresses two key issues in the context of the student experience at the University of Portsmouth in relation to Covid-19: lessons learned in the area of Blended and Connected (B&C) learning and teaching, and potential features of the post-Covid student experience. Through the eyes of students, we address significant questions, including: Is the initial vision for B&C learning fit for a future where the student experience may be shaped by lower physical proximity and lower synchronicity' Did digital tools, such as content capture and virtual learning environments, play a different role in promoting active learning within a student-centred pedagogic mix' How will universities explain their student-centred pedagogic approach when students demand a return to face-to-face teaching' The article begins by exploring the pre-Covid period by considering the pedagogic change journey that the University embarked upon in 2019, known as the institutional shift to B&C learning (Dunbar-Morris, 2020). It considers the principles and expected outcomes of our B&C approach at Portsmouth, and how it was received by students. It reviews feedback from students who experienced modules that had been redesigned for B&C learning, and the role played by academic staff in the roll-out and embedding of this approach. The analysis covers: (1) learning materials, (2) synchronous (real-time) activities, (3) asynchronous work (including tutor-facilitated activities, independent learning and learning in groups), and (4) organisational and timetabling aspects. Student feedback is used to gain an understanding of the impact of the pandemic on student perceptions and experience of their studies. We review this data to provide insights into the extent to which the additional constraints associated with Covid-19 affected the student experience. The findings section reflects on the effect of the B&C agenda on the University’s response to the pandemic as all courses moved online in March 2020. The analysis is used to examine lessons learned from the pandemic so far and considers a number of features of potential post-Covid student learning experiences and students’ expectations within that future. Based on these findings and lessons learned, the article concludes by putting forward a post-Covid scenario for learning and teaching at this University and potentially beyond.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
- Covid-19 and its impact on students’ perception of their roles as
Student Ambassadors and/or Course Representatives.
Authors: Hilda Mulrooney, Hannah Denison, Phoebe Wood, Alison Kelly, Karen Lipsedge
Pages: 182 - 205
Abstract: Relationships between universities and their students are complex, but opportunities for active involvement of students in a variety of roles are available. Two of these, Course Representatives (CR) and Student Ambassadors (SA), are explored in this study to better understand student perceptions of these roles, and explore whether and how they have changed in response to the pandemic within a large and diverse post-92 HE institution. Qualitative and quantitative data were gathered using online questionnaires and individual interviews. This data reveals that both groups identified their key responsibility as communications, the main benefit being enhanced social interaction. Both also described the difficulties of juggling multiple commitments and a strong sense of belonging to their institution. The Covid-19 pandemic has adversely affected both roles, resulting in communication difficulties for the CR and reduced working opportunities as well as communication problems for SA. Given the move to blended learning approaches in most institutions and the potential for disengagement of students as a result, especially new students who have not yet formed attachments, the SA and CR roles will become more critical to help retain current students and attract new applicants. Understanding how best these roles may be utilised both at a time of a global pandemic and beyond is an important issue for HEIs.
PubDate: 2022-09-23
Issue No: Vol. 4, No. 2 (2022)
