{"id":53119,"date":"2022-02-28T14:01:18","date_gmt":"2022-02-28T07:01:18","guid":{"rendered":"https:\/\/www.phuket.psu.ac.th\/?page_id=53119"},"modified":"2022-10-07T17:48:22","modified_gmt":"2022-10-07T10:48:22","slug":"magazine-issue42022","status":"publish","type":"page","link":"https:\/\/www.psu.ac.th\/phuket\/en\/magazine-issue42022\/","title":{"rendered":"magazine-issue4"},"content":{"rendered":"\t\t
\n\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t

\n\t\t\t\t\tThe Phuket Collegiate Magazine <\/span>\n\t\t\t\t\n\t\t\t\t\tIssue #4 March 2022\u200b<\/span>\n\t\t\t\t<\/span>\n\t\t\t\t<\/h2>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\tView on pdf<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\tView on Issuu<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\tDownload<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\"01<\/figure><\/div>
\"02<\/figure><\/div>
\"03<\/figure><\/div>
\"04<\/figure><\/div>
\"05<\/figure><\/div>
\"06<\/figure><\/div>
\"07<\/figure><\/div>
\"08<\/figure><\/div>
\"09<\/figure><\/div>
\"10<\/figure><\/div>
\"11<\/figure><\/div>
\"12<\/figure><\/div>
\"13<\/figure><\/div>
\"14<\/figure><\/div>
\"15<\/figure><\/div>
\"16<\/figure><\/div>
\"17<\/figure><\/div>
\"18<\/figure><\/div>
\"19<\/figure><\/div>
\"20<\/figure><\/div>
\"21<\/figure><\/div>
\"22<\/figure><\/div>
\"23<\/figure><\/div>
\"24<\/figure><\/div>
\"25<\/figure><\/div>
\"26<\/figure><\/div>
\"27<\/figure><\/div>
\"28<\/figure><\/div>
\"29<\/figure><\/div>
\"30<\/figure><\/div>
\"31<\/figure><\/div>
\"32<\/figure><\/div>
\"33<\/figure><\/div>
\"34<\/figure><\/div>
\"35<\/figure><\/div>
\"36<\/figure><\/div>
\"37<\/figure><\/div>
\"38<\/figure><\/div>
\"39<\/figure><\/div>
\"40<\/figure><\/div>
\"41<\/figure><\/div>
\"42<\/figure><\/div>
\"43<\/figure><\/div>
\"44<\/figure><\/div>
\"45<\/figure><\/div>
\"46<\/figure><\/div>
\"47<\/figure><\/div>
\"48<\/figure><\/div>
\"49<\/figure><\/div>
\"50<\/figure><\/div>
\"51<\/figure><\/div>
\"52<\/figure><\/div>
\"53<\/figure><\/div>
\"54<\/figure><\/div>
\"55<\/figure><\/div>
\"56<\/figure><\/div>
\"57<\/figure><\/div>
\"58<\/figure><\/div>
\"59<\/figure><\/div>
\"60<\/figure><\/div>
\"61<\/figure><\/div>
\"62<\/figure><\/div>
\"63<\/figure><\/div>
\"64<\/figure><\/div>
\"65<\/figure><\/div>
\"66<\/figure><\/div>
\"67<\/figure><\/div>\t\t\t<\/div>\n\t\t\t\t\t\t\t\t\t\t\t\t
\n\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t<\/div>\n\t\t\t\t\t
\n\t\t\t\t\t\t<\/path><\/svg>\t\t\t\t\t<\/div>\n\t\t\t\t\n\t\t\t\t\t\t\t\t\t
<\/div>\n\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t

Editorial Team<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

EDITOR-IN-CHIEF\u00a0<\/span><\/strong><\/p>

Milla Budiarto<\/span><\/p>

International Affairs Centre, PSU Phuket<\/span><\/p>

LAYOUT DESIGNER<\/span><\/strong><\/p>

Donlawat Nootim<\/span><\/span><\/p>

College of Computing student, PSU Phuket;<\/span><\/p>

Milla Budiarto<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

CONTRIBUTING WRITERS<\/strong><\/span><\/p>

Roman Antonov, Sarah Avedikian, Vasilii Dementev, Kevin Fuchs and Seppo Karrila, Dr. Jonathan Hugo, Jinghui Ji, Jenny Li, Jie Jie Limpanapa, and Krittat Phaisamran\u00a0<\/span>\u00a0<\/span><\/p>

REPUBLISHED ARTICLES\u00a0<\/b><\/span><\/p>

The Conversation, <\/span>https:\/\/theconversation.com\/au<\/span><\/a>\u00a0<\/span><\/span><\/p>

Authors: Dilani Gedera, Ashwini Datt, Cheryl Brown, Dianne Forbes, and Maggie Hartnett\u00a0<\/span><\/p>

United Nations Office on Drugs and Crime (UNODC) RansomAware Campaign, https:\/\/www.unodc.org\/roseap\/uploads\/documents\/ransomaware\/index.html<\/a><\/span><\/p>

COVER<\/strong><\/span><\/p>

Model: Eugenia Vanya Priskyani, IG <\/span>@eugeniavanya<\/span><\/a><\/span><\/p>

Photographer: Kaybee Photography, IG <\/span>@kaybeephotography<\/span><\/a><\/span><\/p>

\u00a0<\/div>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t

Editor's Note<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

Published on March 18, 2022<\/span><\/strong><\/span><\/p>

Online education is an evolved (and fastest growing) form of distance education that is delivered or conducted via the internet using a combination of electronic devices such as computers, smartphones, and tablets. It is not a novel way of teaching and learning by any means, it\u2019s been around for decades since the 1990s with the creation of the World Wide Web. The rapid advancements of communication, digital, and educational technologies in the last decade have made online learning a more popular alternative to traditional brick-and-mortar education.<\/span><\/p>

During the pandemic era, we were (re)acquainted with online learning; wherein Zoom, Google Meet, and Microsoft Teams became our everyday vernacular. The unprecedented demands for online learning platforms across the globe suddenly skyrocketed as schools and universities were scrambling to find viable alternatives to face-to-face instruction. Overnight, whether we like it or not, online education was our new normal and I suspect it\u2019s here to stay.<\/span><\/p>

This issue explores the pros and cons of online education from both the teachers and students\u2019 perspectives. For this issue, I also invited students from various surrounding international and Thai schools to voice their opinions on online learning. Needless to say, they did not disappoint.\u00a0<\/span><\/p>

I want to thank all article contributors for sharing their experience and insights on online teaching and learning. A special thanks to Thaiconsent Media for inviting me to attend the United Nations Office of Drugs and Crime (UNODC) press release event to conclude the <\/span>To be RansomAware: UNODC Campaign Landing Event<\/span><\/a>, a regional campaign focuses on localizing and raising awareness on ransomware and prevention tactics among Southeast Asian organizational leaders and the general public, on 4 March 2022 at Alliance Fran\u00e7aise Bangkok.\u00a0<\/span><\/span><\/p>

If you have something to share for our next issue, we\u2019d love to hear from you, drop us a line and consider becoming a contributor to the magazine. Get in touch with me: milladevianty.b@phuket.psu.ac.th<\/a>. Take care of yourself and each other.<\/span><\/p>

\"\"<\/span><\/div>
\u00a0<\/div>
Milla Budiarto<\/strong><\/span><\/div>
Editor-in-Chief<\/strong><\/span><\/div>

\u00a0<\/b><\/span><\/p>

\u00a0<\/span><\/span><\/p>

\u00a0<\/p>

\u00a0<\/p>

Disclaimer: The views and opinions expressed in this magazine are those of the authors and do not necessarily reflect those of PSU Phuket and its employees or the official policies of PSU Phuket. Any content provided by our contributors is of their opinions and is not intended to malign any individuals or entities.<\/em><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/i>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\tHome<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/i>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\tPrevious issue<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\t<\/i>\n\t\t\t\t\t\t\t<\/span>\n\t\t\t\t\t\tNext issue<\/span>\n\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t

Contents<\/h2>\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

Featured Articles<\/span><\/span><\/p>\n

Beyond Zoom, Teams and video lectures \u2014 what do university students really want from online<\/a>\u00a0<\/span><\/span><\/p>\n

By\u00a0<\/span>Dilani Gedera, Ashwini Datt, Cheryl Brown, Dianne Forbes, and Maggie Hartnett<\/span>\u00a0<\/span><\/span><\/p>\n

How to Stay Protected Against the Looming Threats of Ransomware<\/a>\u00a0<\/span><\/span><\/p>\n

By\u00a0The United Nations Office on Drugs and Crime (UNODC)\u00a0<\/span><\/span><\/p>\n

The Faculty Lounge<\/b><\/span><\/span><\/p>\n

Extended Abstract: Satisfaction with Remote Teaching in Thai Higher Education<\/a>\u00a0<\/span><\/span><\/p>\n

By <\/span>Kevin Fuchs and Seppo Karrila<\/span>\u00a0<\/span><\/span><\/p>\n

Online Teaching: the Pros, the Cons, and the Future\u00a0<\/a>\u00a0<\/span><\/span><\/p>\n

By <\/span>Dr. Jonathan Hugo<\/span>\u00a0<\/span><\/span><\/p>\n

The Theory of Obedience and How it Relates to Online Learning<\/a> \u00a0\u00a0<\/span><\/span><\/p>\n

By <\/span>Sarah Avedikian<\/span>\u00a0<\/span><\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t

\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

Student Voice<\/span><\/span><\/p>\n

Welcome to the Google Meet?<\/span><\/span><\/a><\/span><\/p>\n

By Jie Jie Limpanapa<\/span><\/span><\/p>\n

Brave New World?<\/span><\/span><\/a><\/span><\/p>\n

By Krittat Phaisamran<\/span><\/span><\/p>\n

Online Learning, Good or Bad?<\/span><\/span><\/a><\/span><\/p>\n

By Jenny Li<\/span><\/span><\/p>\n

Online Classes: The Pain is Real<\/span><\/span><\/a><\/span><\/p>\n

By Praewa Mathuros<\/span><\/span><\/p>\n

Studying Abroad in Thailand and Online Learning<\/span><\/span><\/a><\/span><\/p>\n

By Vasilii Dementev<\/span><\/span><\/p>\n

New Normal, New Learning<\/span><\/span><\/a><\/span><\/p>\n

By Jinghui Ji<\/span><\/span><\/p>\n

Student Spotlight<\/b><\/span><\/span><\/p>\n

Student Profile: Kaho Motoyama<\/span><\/span><\/span><\/a><\/span><\/p>\n

Semester Break: Roman Antonov<\/span><\/span><\/span><\/a><\/span><\/p>\n

\u00a0<\/span><\/p>\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

\n\t\t\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
\n\t\t\t\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t
<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t

FEATURED ARTICLE\u00a0<\/span><\/span><\/h1>

Beyond Zoom, Teams and video lectures \u2014 what do university students really want from online learning?<\/b><\/span><\/span><\/span><\/p>

Republished article under a Creative Commons license\u00a0<\/span>from The Conversation: <\/span><\/i> https:\/\/theconversation.com\/beyond-zoom-teams-and-video-lectures-what-do-university-students-really-want-from-online-learning-167705<\/span><\/i><\/a><\/span><\/span><\/p>

\"\"<\/p>

By <\/span>Dilani Gedera, Teaching and Learning Manager, Auckland University of Technology;<\/span><\/em><\/span><\/p>

Ashwini Datt, Curriculum Development Manager, University of Auckland;<\/span><\/em><\/span><\/p>

Cheryl Brown, Associate Professor of e-Learning, University of Canterbury;<\/span><\/em><\/span><\/p>

Dianne Forbes, Senior Lecturer in Digital Learning, University of Waikato;<\/span><\/em><\/span><\/p>

Maggie Hartnett, Senior Lecturer in Education, Massey University<\/span><\/em><\/span><\/p>

\"\"<\/span><\/span><\/p>

Top L to R: Dr. Dianne Forbes and Dr. Dilani Gedera; middle L to R: Dr. Maggie Hartnett and Ms. Ashwini Datt; bottom: Assoc. Prof. Cheryl Brown<\/span><\/span><\/p>

As any university student, lecturer or tutor can attest, the pandemic has turned learning and teaching upside down. So it\u2019s important we understand what happens for students when their learning shifts online with little to no warning.<\/span><\/p>

Since 2020, there\u2019s been a growing body of important research into the impact of online learning for educators. But the student voice, which is essential to informing good design and facilitation of online learning, has been largely unexamined.<\/span><\/p>

Our Student Online Learning Experiences (SOLE) <\/span>research project<\/span><\/a> aims to rectify this and give voice to those who are, arguably, at the heart of the COVID-19 education crisis.<\/span><\/span><\/p>

The study uses data from nearly 1000 survey responses from students across all eight New Zealand universities. Through a combination of online questionnaires, individual and focus group interviews, we explored their experiences of online learning during the pandemic in 2020.<\/span><\/p>

\"\"<\/p>


<\/b>Challenges and benefits<\/span><\/p>

Students are not a homogeneous group and online learning is not the same for everyone.<\/span><\/p>

Our research shows that, even in so-called normal times, students face multiple challenges, such as access to technology and online resources, financial hardship, family responsibilities and challenging study environments. The pandemic has exacerbated these challenges.<\/span><\/p>

A lot of my family members got [made] redundant, and they lost their house. There were 11 people staying in my house. I couldn\u2019t study. I was also working at the same time. I had to pick up more shifts to help. Working more hours and trying to study on top of that was hard [\u2026] My house was always loud [\u2026] it was just hard for me.<\/span><\/p><\/blockquote>

\"\"<\/span><\/p>

Among the challenges, however, there were some benefits. More than half the students acknowledged not having to travel and having the flexibility to learn at their own pace and place was positive.<\/span><\/p>

Being able to cut out travel time has given me pretty much three hours of extra study time in a day. The flexibility has enabled me to fit [study] around my daily life. It reduced stress and anxiety. I feel more in control of the work that I do. I definitely work better when I feel like I have to take charge of my own learning.<\/span><\/p><\/blockquote>

They also appreciated \u201cbeing able to access learning materials at any time and the ability to pause and continue\u201d at their own pace. Students also reported they were able to \u201cbalance the children, household and study much more effectively\u201d.<\/span><\/p>

\u00a0<\/span><\/p>

Support and communication key <\/span><\/p>

Though many students felt less motivated and less focused, they became more used to online learning. They discovered they could leverage the good aspects of remote learning when they had the right support or knew where to get help, such as financial assistance, extensions, and disability support.<\/span><\/p>

Some students found online learning took them a lot longer to process and engage with.<\/span><\/p>

When it comes to posting something online, I like to make it perfect. Check my grammar, check my punctuation, and see if it makes sense. It\u2019s like [a] mini assignment [\u2026] And then a tiny post might take forever for me to write, whereas in class we just have to say it.<\/span><\/p><\/blockquote>

However, most students also said regular updates and clear communication were key to helping them learn online by reducing the sense of isolation and distance.<\/span><\/p>

\"\"<\/p>

It was good to see students\/lecturers talking about their daily life before the online live lecture starts. This gave a sense of \u201cinteraction\u201d rather than being talked at in campus lectures where I usually felt a bit of distance from lecturers.<\/span><\/p><\/blockquote>

\u00a0<\/span><\/p>

Open-book versus closed-book<\/span><\/p>

Our study also highlighted the need to rethink university assessment practices. In the face of ongoing demands of family, work and lockdown life, many students found it challenging to sit an exam at a specified time.<\/span><\/p>

They preferred time-based assessments (in which students complete an open-book exam or another type of assessment task within a specified time frame), rather than online exams at a fixed time.<\/span><\/p>

One respondent questioned whether universities were \u201cassessing students in a way that\u2019s actually effective and beneficial for their learning\u201d.<\/span><\/p>

\"\"<\/p>

Asked what they would like to see continued in future course design and teaching, a majority preferred open-book exams \u201cthat assess the application of knowledge as opposed to a stressful closed-book memory test\u201d.<\/span><\/p>

Such an approach might also help minimise problems with cheating and <\/span>academic integrity<\/a> in the online environment.<\/span><\/span><\/p>

\u00a0<\/span><\/p>

What do students say we should do?<\/span><\/p>

Fundamentally, we need to get to know and consult with the students we work with and understand their needs and circumstances. We need to provide choice and negotiate learning possibilities, including such things as:<\/span><\/p>

  • develop student skills and competency online, provide video tutorials, allow time to experiment and have fun, give feedback and encouragement along the way <\/span><\/li>
  • design more flexible and inclusive learning experiences (for example, allow students to choose from a selection of times to complete assessments)<\/span><\/li>
  • establish opportunities for students to give and receive self, peer and teacher feedback <\/span><\/li>
  • foster social learning and social presence online by nurturing relationships and creating opportunities for group interaction <\/span><\/li>
  • provide opportunities to participate in class or online workshops (post-pandemic), maximising the benefits of blended learning <\/span><\/li>
  • inform students about the full range of support available and clearly communicate priorities for learning.<\/span>\u00a0<\/li><\/ul>

    \"\"<\/p>

    Better design, better learning<\/span><\/p>

    As pandemic conditions become the new normal, educators need to move beyond Zoom, Teams and video lectures to create inclusive learning environments. Using the <\/span>Universal Design for Learning<\/a> framework would be a good place to start.<\/span><\/span><\/p>

    Equity and diversity should be front of mind when we transition to blended, flexible or online modes of study. As one of our respondents aptly put it, we must<\/span><\/p>

    [\u2026] recognise inequities and students who may have all kinds of difficulties accessing online learning, who may have physical disabilities that make online learning difficult, who may be having to take care of people.<\/span><\/p><\/blockquote>

    Above all, we must listen more closely to those whose lives and learning are most affected by these changes \u2014 students.<\/span>\u00a0<\/span><\/span><\/p>

    \"\"<\/p>