Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being

Slack, Hannah Rachael; Priestley, Michael

Abstract

Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus groups to examine the impact of online learning and assessment on the undergraduate students’ well-being. The findings indicate that whilst some students report online learning and assessment to require more effort in comparison to traditional methods, other students value the increased flexibility afforded by online learning and assessment. It is recommended that academic staff scaffold online learning and assessment methods in the curriculum.

Citation

Slack, H. R., & Priestley, M. (2023). Online learning and assessment during the Covid-19 pandemic: exploring the impact on undergraduate student well-being. Assessment and Evaluation in Higher Education, 48(3), 333-349. https://doi.org/10.1080/02602938.2022.2076804

• Journal Article Type: Article
• Acceptance Date: Apr 27, 2022
• Online Publication Date: May 22, 2022
• Publication Date: 2023-04
• Deposit Date: May 18, 2022
• Publicly Available Date: Nov 23, 2023
• Journal: Assessment and Evaluation in Higher Education
• Print ISSN: 0260-2938
• Electronic ISSN: 1469-297X
• Publisher: Routledge
• Peer Reviewed: Peer Reviewed
• Volume: 48
• Issue: 3
• Pages: 333-349
• DOI: https://doi.org/10.1080/02602938.2022.2076804
• Keywords: Covid-19; online; wellbeing; undergraduate
• Public URL: https://nottingham-repository.worktribe.com/output/8133001
• Publisher URL: https://www.tandfonline.com/doi/full/10.1080/02602938.2022.2076804
• Additional Information: Peer Review Statement: The publishing and review policy for this title is described in its Aims & Scope.; Aim & Scope: http://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=caeh20; Published: 2022-05-22