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Coping with Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

Mates, Lewis; Millican, Adrian; Hanson, Erin

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Authors

Erin Hanson



Abstract

This article examines the implications of the transition to online or blended learning for first generation scholars (FGS) brought about by Covid-19. We present the findings of a mixed methods project that draws data from both in-depth qualitative interviews and a large quantitative survey of students at Durham University. We offer a comparative analysis of how FGS contrast to the general student body in relation to a range of key challenges that Covid-19 and the consequent ‘online pivot’ posed to university life including technological, social and resource based issues. Our findings demonstrate that FGS were particularly affected by this shift to online or blended learning. The final substantive section discusses a range of potential mitigation strategies adopted by the School of Government and International Affairs, Durham University, with the assumption that some, at least, of these, and our data, will be of wider relevance in the sector.

Citation

Mates, L., Millican, A., & Hanson, E. (2022). Coping with Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online. British Journal of Educational Studies, 70(4), 501-522. https://doi.org/10.1080/00071005.2021.1966382

Journal Article Type Article
Acceptance Date Aug 4, 2021
Online Publication Date Sep 9, 2021
Publication Date 2022
Deposit Date Aug 16, 2021
Publicly Available Date Dec 15, 2022
Journal British Journal of Educational Studies
Print ISSN 0007-1005
Electronic ISSN 1467-8527
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
Volume 70
Issue 4
Pages 501-522
DOI https://doi.org/10.1080/00071005.2021.1966382

Files

Published Journal Article (1.2 Mb)
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Publisher Licence URL
http://creativecommons.org/licenses/by-nc-nd/4.0/

Copyright Statement
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.





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