Transforming Online Learning: From Distant Relative to Nearest and Dearest

Abstract

Since the COVID-19 pandemic drastically affected the delivery of higher education courses in 2020, efforts continue to be made towards enhancing online pedagogical approaches. This case study provides an evaluation of the approach to lockdown learning and teaching in a level four Human Resources module, delivered at a UK higher education institution, using data from the results of a qualitative survey and responses to student interviews. Concepts related to two models of learning formed three linked themes, namely community, content and facilitator aimed at assessing the perceived levels of inclusivity of International and Home/EU students. Key learning points include the challenges in transferring informal student communities to institutional virtual learning environments, while maintaining student ownership and encouraging the inclusion of module/programme-related dialogue.