Abstract
PurposeThis article aims to explore student views from a UK higher educational institution about the concept of remote online higher educational delivery. Students were asked about opinions towards working remotely and the psychological impact this had upon students and students' studies. The research provided students with the opportunity to reflect upon whether the practice of delivering education remotely continues to provide students with a beneficial student learning experience.Design/methodology/approachThe research adopted a case study methodology utilising a mixed methods approach via questionnaire-based research. In total, 894 students completed the questionnaire. The aim of the research was to obtain a wide breadth of student opinion from multidisciplinary backgrounds to ascertain whether students' learning experience differed per subject area.FindingsThe research identified some interesting findings, namely that certain participants considered that learning remotely online was beneficial for instant feedback, supported motivation and fostered communities of practice. Negative perspectives related to feeling isolated, unmotivated and a preference towards face-to-face (F2F) delivery. One of the main areas of conflict identified from this study is that the aspect of engagement can impact students' online learning both positively and negatively.Originality/valueThe study provides an in-depth multidisciplinary student tertiary perspective relating to online remote learning. The findings from this study can be useful for educators to reflect upon and inform educational policy in relation to how best to facilitate and support the student learning experience off-campus.
Highlights
In the UK and globally, within the domain of primary, secondary and higher education there has been an abrupt shift from F2F classroom delivery to remote online teaching
The results indicated that Microsoft Teams was the overall preferred online learning and communication medium for online course delivery
The findings presented in this study have substantiated key issues and arguments represented in the academic literature in relation to remote synchronous and asynchronous online educational delivery
Summary
In the UK and globally, within the domain of primary, secondary and higher education there has been an abrupt shift from F2F classroom delivery to remote online teaching. Many academic institutions were not initially prepared to make the transition to full online educational delivery (Daniel, 2020). The primary approach towards remote delivery was fully online with the main aim focussed upon a continuity of educational delivery and limiting the disruption to students’ studies (Quezada et al, 2020). Published in Journal of Research in Innovative Teaching & Learning. The full terms of this licence may be seen at http:// creativecommons.org/licences/by/4.0/legalcode
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