Abstract
The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.
Highlights
The COVID-19 pandemic has prompted a reappraisal of all facets of the student experience, given the rapid pivot to online teaching during the 2020-21 academic year
We have provided reflections and insight from delivery of a final-year psychology module via live synchronous, interactive lectures
This has been contextualised by qualitative student feedback, which demonstrated that whilst live lectures bring with them additional technological and logistical challenges, they can be pivotal in instilling a sense of togetherness and personal connectivity, when learning technologies are used appropriately to promote interaction
Summary
The COVID-19 pandemic has prompted a reappraisal of all facets of the student experience, given the rapid pivot to online teaching during the 2020-21 academic year. Nordmann et al (2020) provided a set of useful guidelines for effective delivery of online teaching and learning, noting that student support, success, and engagement must be approached differently in an online context. In a pre-COVID context, for example, Beyth-Marom et al (2005) advocated for nuanced online teaching provision, noting how preference for asynchronous or synchronous sessions depends on students’ learning habits and their approach to education.
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