One of our course advocate students on Events Management has kindly collated some reflections on the student’s experiences of online learning.
“I know you are all trying to make our learning experience the best you possibly can in this situation and we are very thankful for that. So to support this, I am reaching out to communicate feedback that I received from my course mates. We will all be stuck with online lectures, probably until we graduate, so I think it is in all our interest to make this the best we possibly can, rather sooner than later.”
The questions asked were: where are the problems? what would you like to be changed? & are you happy with everything?
There were two different opinions about group work and break out rooms:
- Students feel a lot more confident and comfortable contributing when they know the other person, or at least recognise the name of people in the group.
This leads to group work where no one is speaking with each other at all and work isn’t being done so it’s ultimately a waste of time.
—> so the goal here would be to be able to choose your partners yourself, as you would in F2F lectures.
- On the other hand there are students raising their concerns about this as it can be super isolating for new and anxious students, who may not know anyone personally, and don’t want to be “pushed away”.
One of the suggestions around group work is to set up groups being named as “Camera & Mic”, “Mic”, & “Chat”, so that students can choose the way of group work they feel most comfortable with. Another idea would be to integrate more verbal engagements.
Some of the above suggestions echo those covered in in other guidance on groupwork from Inside Higher Education
“Students have more than one lecture where they are physically just spoken to for two hours straight and are watching a PowerPoint. Often not even referenced, this feels pointless.”
Lectures could do with being more interactive, if possible. Many students have mentioned the way other tutors incorporates polls in their lectures to find out about our opinions, then afterwards he asks about the reasons for the answers. This engages students! They are then able to have verbal and written discussions on the chat.
There is currently a discussion underway about whether cameras should be left on or turned off in online sessions. Some students and tutors are valuing the social interaction which is encouraged when they are able to see other participants in the room. Others emphasise with articles such as “Reasons Why You Should Reconsider Requiring Students to Turn on Their Zoom Cameras During Class” and suggest that this should be optional.
- Blackboard Upgrade – May 2022
- GAMING: Gamification for the Advancement of Multiprofessional/Interprofessional Groupwork
- Blackboard Upgrade – April 2022
- Reconceptualising critical digital literacies in the context of compulsory education Led by: Dr Anastasia Gouseti
- Blackboard Upgrade – March 2022
- Teaching and supporting a digital future: UoN Showcase – 4th February 2022
- Introducing the Centre for Active Digital Education (ADE)
- Changemaker Support (highlighting how the team supports staff and students’ digital employability)
- “It’s just a bit of fun! Really…?” Observations on online games in supporting student learning and student experience
- Building and promoting a Virtual Reality experience for the Campus Security/Police as part of Safer Nights Out Campaign.
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