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COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment

COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment

Muzammal Ahmad Khan
Copyright: © 2021 |Pages: 19
ISBN13: 9781799865575|ISBN10: 1799865576|EISBN13: 9781799865582
DOI: 10.4018/978-1-7998-6557-5.ch013
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MLA

Khan, Muzammal Ahmad. "COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment." Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, edited by Amy W. Thornburg, et al., IGI Global, 2021, pp. 247-265. https://doi.org/10.4018/978-1-7998-6557-5.ch013

APA

Khan, M. A. (2021). COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment. In A. Thornburg, R. Ceglie, & D. Abernathy (Eds.), Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic (pp. 247-265). IGI Global. https://doi.org/10.4018/978-1-7998-6557-5.ch013

Chicago

Khan, Muzammal Ahmad. "COVID-19 and the Impact on the UK's HEI Students From an Imposed Virtual Learning Environment." In Handbook of Research on Lessons Learned From Transitioning to Virtual Classrooms During a Pandemic, edited by Amy W. Thornburg, Robert J. Ceglie, and Dixie F. Abernathy, 247-265. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6557-5.ch013

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Abstract

The COVID-19 pandemic has witnessed an unprecedented disruption in global education. The sudden imposition of a lockdown led to rapid changes being made to learning, teaching, and assessment (LTA) approaches used by universities and other educational institutions, and added stress and anxiety to many students and academics. This chapter uses the findings from an online questionnaire to assess the impact of these changes on students at UK universities. It considers both their quantitative and qualitative responses to identify the key issues they faced and, in examining their experiences, allowing recommendations to be made to universities on how they can improve the support for their students. These recommendations are developed from those which the student participants themselves suggest.

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