Student Experience Survey Research Articles

‘More group work would be nice’: exploring peer interaction and belonging in the first-year experiences of culturally and linguistically diverse migrant and refugee students

ABSTRACT A critical factor influencing culturally and linguistically diverse migrant and refugee (CALDMR) students’ educational outcomes is how they experience belonging through peer and educator interactions. To better understand their first-year experiences of belonging, this study analysed 788 responses in the National Student Experience Survey 2020–2022 from first-year CALDMR students studying at a large Australian university. Mixed methods were used with quantitative analysis of closed-ended survey items and qualitative text and thematic analysis of comments relating to peer interaction and sense of belonging. CALDMR students reported lower frequencies of interactions with peers than domestic students with English as first language, yet they highly valued these interactions and believed that educators had a key role in facilitating them. Therefore, this study offers new insights and recommendations on enhancing CALDMR students’ sense of belonging through educator and peer interactions.

The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: A case study

This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.

Study of the impact of introducing a multimedia learning tool in podiatric medical courses

AbstractBackgroundMedical students face the challenge of learning vast amounts of complex information. Existing research suggests improved learning outcomes using multimedia resources but reports on their impact on podiatric education are scarce. To explore the potential of multimedia‐based learning tools in enriching medical education, this study examined the impact of Osmosis, a platform featuring interactive videos, flashcards, and self‐assessment quizzes on podiatric medical student outcomes.MethodsThis quasi‐experimental study examined the impact of Osmosis, a multimedia learning platform with videos, flashcards, and quizzes, on podiatric medical students' learning outcomes. Two cohorts (T = Osmosis access, N = 86; C = no access, N = 87) took Pharmacology and Podiatric Medicine courses consecutively. Final exam scores, final course grades, platform usage metrics (median weekly videos watched, flashcards, and quizzes), and student experience surveys were analyzed.ResultsAnalyses revealed no statistically significant differences in final exam scores between the groups in Pharmacology and Podiatric Medicine. While the treatment group exhibited a slight upward trend, further research is required for conclusive evidence. Student perceptions of Osmosis were overwhelmingly positive, with 90.2% of students agreeing that it facilitated concept learning and understanding compared to 54.9% for the textbook. Similarly, 80.4% of the treatment group felt that Osmosis enhanced their test performance, exceeding the 54.9% recorded for the textbook. Correlation analysis indicates a plausible connection between platform usage and academic success, as reflected by moderate positive correlations (r = [0.14, 0.28]) with final grades. Logistic regression analysis revealed that students with Osmosis access were 2.88 times more likely to score 90% or higher on the Pharmacology final exam (p < 0.05) and exhibited increased odds of achieving high (90%+) final course grades in Podiatric Medicine (OR = 2.71).ConclusionsThese findings suggest that Osmosis holds promise as a tool to support podiatric medical student learning. While the lack of statistically significant differences in final exam scores warrants further investigation, the positive student perceptions, high engagement rates, and increased odds of high scores in specific areas indicate the potential for Osmosis to positively impact academic outcomes. Therefore, a multimedia‐based resource like Osmosis appears to show promise as a tool to support podiatric medical education. The limitations inherent in the quasi‐experimental design necessitate further studies to confirm its effectiveness and long‐term impact on podiatric medical education.

Increasing survey response rates: Framing international students as potentially vulnerable and hard-to-reach

In this qualitative study, I worked with international students to understand how researchers can increase response rates to international student experience surveys. I explicitly framed international students as a potentially vulnerable and hard-to-reach population, and then considered barriers associated with vulnerable populations and research participation. To answer my research questions, I interviewed 14 students who each self-identified as an international student and were enrolled at a public South-Atlantic university in the United States. I analyzed the qualitative data by conducting thematic analysis and determined there are three underlying concerns that influence survey response: feeling unheard, unknown intentions, and impersonal connections. The disconfirming evidence and limitations with this study’s research design suggest areas for future research, though I also illustrate how the findings can begin to inform the design and administration of international student experience surveys.

Cross-Sectional Survey of Student and Faculty Experiences with Feedback and Assessment of Clinical Competency on Final Year Rotations at American Association of Veterinary Medical Colleges (AAVMC) Member Institutions.

The clinical experiences, feedback, and assessment that veterinary students receive during final year rotations have a significant impact on whether they will achieve entry-level competency at the time of graduation. In this study, a cross-sectional survey was administered to American Association of Veterinary Medical Colleges (AAVMC) member institutions to collect baseline data about current feedback and assessment practices to identify key target areas for future research and educational interventions. Responses were received from 89 faculty and 155 students distributed across 25 universities. The results indicated that there are significant gaps between evidence-based approaches for delivering feedback and assessment and what was being implemented in practice. Most feedback was provided to students in the form of end-of-rotation evaluations sometimes several weeks to months after the rotation finished when faculty were unlikely to remember specific interactions with students and there were limited opportunities for students to demonstrate progress towards addressing identified concerns. Although the most valuable type of feedback identified by students was verbal feedback delivered shortly after clinical experiences, this method was often not used due to factors such as lack of time, poor learning environments within veterinary teaching hospitals, and lack of faculty training in delivering effective feedback. The results also indicated potential challenges with how non-technical domains of competence within the AAVMC Competency-Based Veterinary Education (CBVE) Framework are currently evaluated. Finding avenues to improve feedback and assessment processes in final year clinical settings is essential to ensure that veterinary students are adequately prepared for practice.

Improving healthcare student experience of clinical placements

There is an expanding workforce gap in the NHS. Alongside national programmes to train, recruit and retain staff, efforts are needed on a local level. Clinical placements can make up...

The prevalence of harassment of diagnostic radiography and radiation therapy students whilst on clinical placement in the Republic of Ireland

Objective To determine if student radiographers and radiation therapists experience harassment (verbal, physical or sexual) while on clinical placement and their awareness of policies in place to report such incidents. Methods An online questionnaire developed from the World Health Organisation’s questionnaire on workplace violence in healthcare and the higher education authority (HEA) national survey of student experiences of sexual violence and harassment in Irish HEIs was used. Undergraduate and postgraduate diagnostic radiography and radiation therapy students in the Republic of Ireland to be included and have completed a minimum of four weeks of clinical placement. Our of 256 students, 98 filled out the survey. Results Forty-one per cent (n = 40) of students reported experiencing at least one incident of harassment. Thirteen per cent reported experiencing two forms of harassment, and 2 students reported experiencing verbal, physical and sexual harassment. Verbal harassment (n = 33) and sexual (n = 16) were the most common form of harassment while physical harassment was experienced 7 participants. Ninety-one per cent (n = 88) of participants reported they don’t believe they have received sufficient training in dealing with incidents of physical, verbal or sexual harassment. Conclusion Harassment of student radiographers and radiation therapists is occurring while on placement. Male patients are the modal perpetrator, and most incidents go unreported. Students are not empowered to report an incident of harassment and are sometimes unaware of how to report harassment.

The Flinders University/TAFE SA Bachelor of Creative Arts dual award model: A case study

This study aims to evaluate the effectiveness of the Bachelor of Creative Arts (BCA), a dual award degree offered jointly by Flinders University and TAFE SA. It first sets the rationale for the award while placing it in the Australian educational context, comparing it to equivalent programs offered at other institutions. It then provides an insight into the characteristics of a cohort of students. To achieve this, the study analyses a range of key quantitative metrics including demographics, enrolment numbers, attrition, student experience surveys and grade distributions to determine the cohort’s profile. Additionally, the study seeks information from recent graduates already in the workforce to establish if the BCA provides the skills leading to successful employment. This study reveals a mixed picture of the BCA’s success. While degree completion and student satisfaction are high, alumni are not all convinced that having a university degree provides a significant advantage for the job market as opposed to only having a TAFE qualification. Finally, the study offers recommendations to address these issues and improve the overall student experience as well as enhance their employment prospects.

Students with disabilities mentoring staff: supporting scalable academic development for inclusive education

ABSTRACT Students with disabilities are the fastest-growing equity cohort in Australia, and yet they continue to face barriers to their success and completion at university. In this paper, we present a scalable model for one-to-one staff and student dialogue that positions students with disabilities as mentors to university staff. By doing so, we emphasise how students mentoring staff programs can be harnessed to support academic development for inclusive education. The program presented further provides a relationship-rich alternative to accessing and leveraging student voice compared to traditional methods, such as student experience surveys. We conclude by reiterating the importance of generating whole-of-community programs to support diverse learners, which foster genuine conversations between students and staff.

Sense of belonging in higher education students: an Australian longitudinal study from 2013 to 2019

ABSTRACT Student sense of belonging is a current challenge to higher education providers, with consistently declining ratings in national surveys. For universities globally, this is a concern linked to student attrition, student satisfaction, and student success. Importantly, low sense of belonging is typically associated with non-traditional learners, and building strategies to solve this challenge is essential for institutions to build equitable learning environments. This study seeks to understand the causal factors that predict when a student will belong using longitudinal data. Using the Australian national student experience survey data (n = 1,159,768 undergraduate and postgraduate students between 2013 and 2019), this study examines the predictors of a sense of belonging testing the accuracy of four machine learning models. The findings indicate overall educational experience, connection to students outside of class, and support to settle were key predictors, with skill development and curriculum supports a lesser predictor of a sense of belonging. Interestingly, identity and individual differences ratings seemed to have less importance than student experience factors. Implications for higher education policy developers and curriculum writers are considered.

Impact of the COVID-19 Pandemic on Liberal Arts Education: An Empirical Study in Hong Kong

The COVID-19 pandemic has instigated considerable unprecedented challenges to tertiary education in the aftermath of the mass shutdown of universities across Hong Kong since early 2020. Accordingly, shifting the traditional modalities to the online model has been opted for as the only reasonable alternative in the breakout period. It is, then, essential for educators to perceive the extent to which students’ learning attainments and experiences have been negatively impacted by these educational changes in the post-pandemic era. With the aim of examining the abrupt changes which the freshmen students’ e-learning experiences and their learning environment have undergone before and after the pandemic, the present quantitative study was conducted at a Liberal Arts Institution in Hong Kong, whose data was collected via the web-based questionnaire FYSLES, or “first-year student learning experience survey”. Quantitative analysis of responses indicated that students’ impressions and experience of liberal arts education, and students’ personalities and skills development, presented a U-shaped trend during the COVID-19 pandemic. The underlying rationale of this study is addressed to higher education policymakers to orient and add value to their safety measures, pertinent recommendations, as well as in context strategies that could be established in view of the pandemic’s detrimental effects.

Evaluation of a virtual, simulated international public health peer-to-peer exchange learning experience.

Public Health's (PH) global rise is accompanied by an increasing focus on training the new generation of PH graduates in interdisciplinary skills for multisectoral and cross-cultural engagement to develop an understanding of commonalities in health system issues and challenges in multi-cultural settings. Online teaching modalities provide an opportunity to enhance global health skill development through virtual engagement and peer exchange. However, current teaching pedagogy is limited in providing innovative modes of learning global health issues outside of traditional classroom settings with limited modalities of evidence-informed implementation models. This study designed, implemented, and evaluated a novel global health online synchronous module as proof of concept that incorporated elements of virtual Practice-based learning (PBL) using a case study approach offered to currently enrolled public health students at the University of Canberra (UC) and a partnering public health university from India, the Indian Institute of Public Health Gandhinagar (IIPH-G). Using constructive learning theory and the Social Determinants of Health framework, four online sessions were designed and implemented in August-September 2022. Formal process and outcome evaluation using a quantitative adapted survey of the validated International Student Experience survey (IES) at session end and findings provided. Over 100 participating public health students from Australia and India provided narrative feedback and quantitative responses from the adapted IES instrument across four key dimensions, namely "motivation," "personal development," intellectual development, and "international perspectives" reporting an overall high mean impact of 4.29 (out of 5) across all four themes seen together. In essence, the sessions supported students to explore global health issues from a different cultural perspective while developing intercultural communication skills and enhancing their global exposure in real-time. This innovation, implemented as a proof of concept, provided evidence, and demonstrated the implementation feasibility of a flexible virtual integrated practice-based module that can supplement classroom teaching. It provides participating students with the opportunity to develop intercultural understanding and communication competence as well as support global mindedness by engaging with international peers around focused global health case studies.

Institutional approaches to evaluation of learning and teaching: A sector scan of Australasian universities

ABSTRACT Teaching evaluation is deeply entrenched in institutional quality assurance and is a feature of a range of policies including academic recruitment, promotion, and performance management. Universities must ensure that evaluation practices meet regulatory requirements, while balancing student voice and wellbeing. There is extensive literature examining the validity, reliability, and bias of student surveys, but limited focus on institutional evaluation strategies and what constitutes best practice. This study analyses and reports on the teaching evaluation strategies and practices of Australian and New Zealand universities. All 29 participating institutions use standardised and centrally deployed surveys to evaluate teaching and participated in external student experience surveys to benchmark nationally. Comparisons are provided between the strategic intent of evaluation; survey practices, technology, analysis, and reporting; and the use of other nonsurvey methods. The study informs higher education institutions’ evaluation strategy, policies, and practice and provides an agenda for reframing approaches to evaluation of teaching.

Online exams: exploring student experience and integrity behaviours as we return to campus

On campus activity is resuming following two years of working and studying at home. Institutions are now faced with the opportunity and challenge of reconnecting students with an on campus environment while retaining the flexibility of online learning and assessment. During the pandemic there was a large uptake in the use of online remote exams combined with a variety of assessment security measures including proctoring tools designed to monitor student behaviour. Scholars and commentators alike have reported on positive and negative effects of these online assessment and security measures (Coghlan et al., 2021; Harwell, 2020; Selwyn et al., 2021; Stewart, 2020; White, 2020; Zhou, 2020). In particular, online proctoring technologies have been reported by some scholars to improve academic integrity behaviours (Dawson, 2020; Dendir & Maxwell, 2020; Dyer et al., 2020; Gudiño Paredes et al., 2021; Hylton et al., 2016) while others have reported less favourable results impacting the broader student experience. For example, online exams have been shown to impact student satisfaction with their online exam experience (Dawson, 2020; Gudiño Paredes et al., 2021; Harwell, 2020; Jaap et al., 2021) and academic performance (Dendir & Maxwell, 2020; Lee & Fanguy, 2022; Milone et al., 2017). As students return to campus, institutions are faced with the dilemma of deciding what online assessment practices should be retained, adapted, or discarded. This Pecha Kucha reports on a comparison of off campus and on campus student experiences of online exams and assessment security measures including online proctoring. This Pecha Kucha will report on one of Australia’s largest university-wide student exam experience surveys. Our large dataset comprising over 12,000 total responses will reveal preliminary findings of student experience during Semester 2 2021 where students mostly completed online exams remotely at home, compared to student experience during Semester 1 2022 where students mostly completed online exams on-campus. Overall, proctoring conditions between the two teaching periods are relatively comparable, with the major difference being that for the on-campus held exams in Semester 1 2022, students were required to check-in at a physical booth and receive a wristband with QR reader allowing them subsequently check-in to the exam room where they then used their own device to complete the online exam. This study offers unique student perspectives and has allowed us to understand the impact of the varied proctoring and exam conditions on student satisfaction and wellbeing, as well as on academic integrity attitudes such as temptation to cheat and self-reported cheating behaviours. In keeping with the conference ‘reconnect’ theme we focus on comparing the online exam experience of students who have returned to campus with the experience of students who sat an online exam remotely in a private setting. In particular, we explore their satisfaction, preference, perceived academic performance, as well as their motivations and behaviours in relation to (not)cheating. This Pecha Kucha offers actionable insights in relation to the implementation of online exams and online proctoring for student who are studying off campus, but also for those who are returning to campus.

Students' Perception of Quality of Learning Experience (Structure, Process and Outcome): Discipline Versus Problem Based Medical Curriculum and the Mediation Role of Process Quality.

Problem-based learning (PBL) is now incorporated into the curricula of most medical schools around the world. In comparison to the traditional curriculum, less is known about the influence of the adoption and implementation of a problem-based curriculum on the perceived structures, processes, and outcomes of learning experiences reported by students. The purpose of this study was twofold: (1) to compare the quality of learning experience of students enrolled in traditional discipline-based and problem-based medical curricula and (2) to explore the mediation effect of the process quality between the relationship of the structural quality and students’ perception of learning experience outcomes. Through the distribution of an electronic survey, all 3rd and 4th year medical students enrolled in the discipline-based curriculum and the problem-based curriculum were invited to participate in the study. The students from both curricula completed the Student Experience Survey (SES), which was developed by the National Center for Academic Accreditation and Evaluation. Descriptive statistics, independent sample t-test and Hayes Macro regression analysis were used. Students enrolled in the problem-based curriculum had higher perceived support and sufficient advice with higher perceived quality of learning experiences compared with students enrolled in the traditional curriculum, however they reported less enjoyment of their university life. The structural factors (t = 19.83, p ≤ 0.001) and process factors (t = 9.21, p ≤ 0.001) were associated with an increase in students’ reported outcomes by 0.67 and 0.49, respectively. These findings explain the mechanism by which the structural factors, such as maintaining adequate facilities and support, may help in enhancing the process quality (e.g., learner-centered learning), which in turn can enhance learning experience outcomes.

A Reflection on the Relationship Between Place and Health:: Understanding Undergraduate Student Experiences and Priorities During the COVID-19 Pandemic.

Environment and setting have a large influence on matters of population health, and college is a critical place for students, shaping both health and education. College students across the nation were impacted by the COVID-19 pandemic, and changes at universities left many anxious, isolated, and coping with social, emotional, and educational impacts. Objective: To perform a data analysis of the qualitative responses garnered through the Student Return to Campus Survey administered at the University of Delaware (UD) in Spring 2020, and to identify common themes of student experiences and priorities during the pandemic years to inform future recommendations for health crisis management. Methods: The study utilized secondary data analysis from an online student experience survey of 2,941 Freshman, Sophomore, and Junior students from the 2020-2021 academic year. Results: Qualitative analysis revealed a set of common outstanding themes influencing the college pandemic experience, including: Quality and Accessibility of Education in a Virtual Learning Environment; Quality of Student Life; Mental Health During the Pandemic; Thoughts and Attitudes About Vaccination Policies, Masking, Testing, and COVID Guidelines; Priorities and Considerations About the Return to Campus; and Overall Feelings About the Pandemic at UD. Conclusions: Student experiences were influenced by academic, social, emotional, and financial factors, which were often described with great intensity, and were at times contradictory. Students emphasized struggles with transitioning to and with virtual learning, the quality of campus resources, financial responsibilities, family health, and personal health. The results also shed light on the importance of communication with the campus community and the desire for students to express opinions during a crisis. Health Policy Implications: The results of this study have implications for crisis management for college campuses and planning for future responses to unanticipated events and ongoing COVID-19 mitigation efforts.

Developing mental health education: “It is a subject where most pharmacists [or pharmacy] students have no more knowledge than the general public”

Abstract Introduction With one quarter of people in the UK reporting a mental health problem, pharmacists have a vital role in mental health care. We previously explored pharmacy students’ views on the value of Mental Health First Aid (MHFA) training in preparing them to provide mental health care. (1) Within the questionnaire, students were given opportunity to discuss their experiences of mental health teaching and learning. The large amount of rich data generated lent itself to separate qualitative analysis. Aim To understand the main themes in pharmacy students’ reflections on mental health and pharmacy. Methods An anonymous, online questionnaire was distributed in February 2020.The original aim was to establish the attitudes and experiences of pharmacy students (n=232) in the UK and Ireland in relation to Mental Health First Aid Training (MHFA). Students across all year groups in the MPharm were invited, and 70% of respondents were in year 3 or 4. Students from eighteen universities responded, of which 80% were female. (1) Participants were also asked open questions to enable explanation and further expansion on their answers both about MHFA and about mental health and pharmacy generally. Comments ranged from short phrases to full paragraphs. These data were analysed by two authors (HG and HM), following Thematic Analysis as outlined by Braun and Clarke (2) and adopting an interpretivist approach. Authors read and re-read open comments to develop understanding of the main themes discussed when students reflected on MH teaching, their own learning and the anticipated value of this in professional practice. To ensure rigour, the authors initially undertook their analysis separately and then agreed on the themes which best described the data. A third author, JS, reviewed the coding, agreed the proposed themes and revised subthemes. Results The identified themes were i) Mental health is important; ii) Pharmacists’ role and iii) So, teach me. Overall, students identified that ‘mental health is extremely important and often overlooked’. Most identified that pharmacists have a central role in mental health support and that mental health ‘needs to have a more important place in pharmacy than it does at the moment’. Students highlighted ‘concern[s] about communicating with mental health patients’ and managing ‘difficult situations’. They wanted to learn more about mental health and wanted this embedded across curricula. There was a fourth, crosscutting theme: stigma. Participants acknowledged the existence of stigma but felt it was reducing. Data included examples of othering, referring to people with mental illness as ‘them’ not ‘us’. Conclusion This study is the most contemporary, pan-university study of mental health in MPharm curricula in recent times. The potential for bias, given participants elected to engage in a questionnaire about MHFA was something borne in mind during analysis. Pharmacy students identified mental health to be an important aspect of health, where stigma still exits. Students recognised their potential future contribution in mental healthcare. It requires focus in pharmacy degrees which could ultimately support increasing pharmacists’ involvement in mental health. References (1) Gorton, H.C., Macfarlane, H., Edwards, R. et al. UK and Ireland survey of MPharm student and staff experiences of mental health curricula, with a focus on Mental Health First Aid. J of Pharm Policy and Pract14, 73 (2021). https://doi.org/10.1186/s40545-021-00364-1 (2) Braun V, Clarke V. Successful Qualitative Research: A Practical Guide For Beginners. London: Sage; 2013.

Opportunities to learn mathematics pedagogy and learning to teach mathematics in Swedish mathematics teacher education: A survey of student experiences

ABSTRACT A research-based teacher education rests on research on the practices of teacher education. We undertook a survey of the opportunities to learn mathematics pedagogy and to teach mathematics perceived by students in their last year of teacher education. Questionnaires were distributed to 753 students graduating in June 2020 from 13 Swedish universities, and the response rate was 11.2%. Overall, new graduates perceived good opportunities to learn mathematics pedagogy, but there were substantial variations in opportunities to learn specific competencies of teaching, such as analysing learners’ answers or leading a mathematical discussion. A similar unevenness in perceived opportunities to learn from the practicum experience was found. These results point to less-than-optimal opportunities to learn core practices of mathematics teaching. We recommend that institutions take a more systematic approach to programme coverage, and to create opportunities to use theory/research to deconstruct practice and to inform rehearsing ‘approximations of practice’ in campus-based activities.

A Survey of MLIS Student Experiences with Graduate Employment in Libraries

Despite the general consensus that field experience during library school is important for applying theory to practical situations, there is a lack of understanding about what students want from, and the barriers they face to acquire, graduate employment. A survey was sent to ALA accredited Master of Library Science programs in the United States, asking students about their library employment status and to rank factors that influenced their decision to accept their positions. Patterns emerged when results were grouped by various life factors. The results of this study show what students are looking for from employment, which could help employers recruit.

Bridging Digital Divide Amidst Educational Change for Socially Inclusive Learning During the COVID-19 Pandemic

During the coronavirus disease-19 (COVID-19) outbreak, many education systems were forced to shut down and move learning and instruction online. The future of learning is here before we know it. While the combination of distance learning and educational technology presents a timely solution combating adverse consequences of school disruptions, there is a real risk of channeling learning opportunities through already-existing forms of digital disparity, especially for marginalized populations. China, as one of the first education systems to experience system-wide school closures due to COVID-19, faces critical challenges of digital divide. To examine pandemic ramifications and effective policy strategies taken to mitigate its unintended consequences, this study leverages an original student learning experience survey collected during the pandemic, and documents national and provincial-level COVID-19 education policy responses in China since the initial outbreak. The study uncovers saliency of access to distance learning and educational technology in shaping student learning experiences, and identifies three compelling policy takeaways from the “Disrupted Classes, Undisrupted Learning” initiative, and discuss emerging lessons drawn for crafting an undivided future for remote distance learning.