Abstract
Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.
Highlights
The rapid changes and disruptions caused by the unprecedented spread of the COVID19 pandemic continue to transform learning and teaching experiences and the broader higher education landscape
A more recent study investigated the experience of online teaching during the COVID-19 lockdown in the UK, as well as the opportunities and challenges associated with the online mode delivery [4]
In another UK-based survey, a large number of academic respondents from various disciplines and positions debated critically about the dark side of the rapid digital transformation, whereas only a small group of optimistic academics articulated the capacities and viewed the pandemic as an opportunity to deliberate its impacts on higher education [2]. Evidence for these impacts includes “exceeding the tokenism of pedagogic credentialism” (p. 636)—i.e., embracing higher education as a participatory and socially immersive learning experience [2]. These discussions have extensively contributed to the understanding of the impacts of emergency use and integration of online, and other types of digitalised learning, and teaching on the role of university instructors and post-pandemic higher education
Summary
The rapid changes and disruptions caused by the unprecedented spread of the COVID19 pandemic continue to transform learning and teaching experiences and the broader higher education landscape. Institutions’ fast-paced move into the blended or hybrid models and the widespread adoption of digital technologies for course redesigns and pedagogical transformations have engendered significant challenges for both students and academic communities [4,5]. These discussions have extensively influenced the understanding of the impacts of emergency use and integration of online and other types of digitalised learning and teaching on the role of university instructors and post-pandemic higher education. We begin from the view that exploring students’ perception and learning experience, in terms of the capacities and challenges of the online mode of delivery, is integral to the ways in which the relevant learning and teaching communities can engage with embracing a post-pandemic evolution and initiating effective adaptations in higher education
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