Online learning during a pandemic is hard for one in three university students, according to new research from the National Union of Students.
Findings showed that one in three university students were not able to participate in online learning during the pandemic lockdown imposed to curb the spread of the coronavirus. Meanwhile, disabled students and those in poorer conditions were worst affected.
Held in July, the survey revealed that disruptions to studies stemmed from a lack of IT equipment and software, poor internet connections, and insufficient course materials.
Results showed that 18% of the 4,178 respondents shared that they lacked the support necessary to respond to the effects of the current health crisis, such as counseling or financial help. Disabled students and students with caring responsibilities were more likely to have not experienced this support.
The survey suggests that more help with students’ mental health and wellbeing as well as more targeted, personalized teaching are needed.
Aqsa Rabbani, a third-year midwifery student at Middlesex University, was among the students who have had difficulty shifting to online learning.
“I found remote learning quite hard,” she said. “I feel like there was a lack of communication from the university and there wasn’t much support online. My classmates would often have technical difficulties and it was hard to get used to. The government could have supplied more grants or reduced fees this year, especially for healthcare students like myself who have been working on placement throughout coronavirus.”
Digital poverty
The NUS survey results come after a similar poll released last week by the Office for Students (OfS), which illustrated the impact of digital poverty on students. According to over half of the respondents, they lacked access to online course materials during the pandemic.
“These findings chime with our own research which shows that a significant number of students were impacted by digital poverty during the lockdown. Since the beginning of the pandemic, universities have been working hard to deliver high-quality education in extremely difficult circumstances. But as the new term starts, universities must ensure their digital offering is accessible for all and that no students are left behind, particularly the most disadvantaged," said Michael Barber, chair of the Office for Students.
“We want to know about what worked during the pandemic, what didn’t, and opportunities for the future. We cannot risk students being left behind in the rush for online innovation,” he said.
Hillary Gyebi-Ababio, NUS vice president for higher education, said: “It’s evident from our research that the demand for academic support by students is going to go up even more than we’ve already seen during the pandemic, with many already turning to their students’ unions which have also been hit hard financially by Covid-19.”
Moreover, over half (56%) of the students polled by the NUS also said they were scared of contracting the virus on campuses.
NUS president Larissa Kennedy told The Guardian said she was concerned about a lack of consistency in universities’ safety measures. “[Universities are] committing to in-person teaching, which they haven’t necessarily thought through from a safety perspective because they’re in competition with other institutions,” she said. “Immunocompromised students and disabled students are once again being erased from the conversation, and of course their staff counterparts.”
