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

Slack, Hannah R.; Priestley, Michael

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Authors

Hannah R. Slack



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 & Evaluation in Higher Education, 48(3), 333-349. https://doi.org/10.1080/02602938.2022.2076804

Journal Article Type Article
Online Publication Date May 22, 2022
Publication Date 2023
Deposit Date Jul 21, 2022
Publicly Available Date May 18, 2023
Journal Assessment & Evaluation in Higher Education
Print ISSN 0260-2938
Electronic ISSN 1469-297X
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 48
Issue 3
Pages 333-349
DOI https://doi.org/10.1080/02602938.2022.2076804

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