MN7400 COVID-19 Assignment Sample
ACADEMIC SKILLS AND PRACTICE – INDIVIDUAL ASSESSMENT
Abstract
This study has focused on depicting the higher education students’ experience in the UK during this pathetic situation of the COVID-19 pandemic. In this way, relevant things have been discussed. Along with a succinct conclusion, a brief but in-detailed literature review has also been presented based on different aspects regarding the topic area. Moreover, based on these literary themes, some research questions have also been developed with appropriate means of methodology at the same time. Then, along with an analysis of key academic themes and information, a succinct summary or conclusion has also been demonstrated with relevant findings and outcomes altogether.
Theme 3: OUTLINE AN ACCOUNT CENTRED ON THE CONCEPT OF ‘STUDENT EXPERIENCE’ IN UK HE, SINCE THE EMERGENCE OF THE COVID19 PANDEMIC
Introduction
This study has focused on determining the concept in terms of students; experience at the time of availing of higher education in the UK during the scenario of COVID-19 pandemic (Zalat et. al. 2021). In this way, all kinds of relevant things have been discussed. In detail, a succinct but in-depth literature review has also been presented, along with suitable research questions that have been identified. Besides, appropriate means of research methodological stances have also been discussed, which helps to identify the students’ experience of HE in the UK during this pandemic condition. Finally, an in-detailed analysis with a succinct conclusion has also been presented.
Literature Review
Students’ Experience in UK HE due to the emergence of COVID-19 pandemic
Due to the recent COVID-19 pandemic, most students have faced several challenges in the field of education along with many fields. Involved members like students, teaching or education staff, as well as the general operations recording of UK HE have been affected the most (Khan, 2021). For this specific reason, they have also induced a serious impact on how UK higher education practices have been operating and delivering on their key promises to students. The core objective of UK HE is to ensure positive and rich student experiences in all segments. However, in contrast to this matter, it has also been found that perspectives of many students might differ from technology as well as education provisions. Those have consisted of students’ health care, international or foreign students’ educational experience, along with key challenges faced in this condition (Oecd.org, 2020). These have also been considered just as a few potential perspectives or theses, based on which key account has been grounded thereafter.
On the other hand, it has also been found that in most cases, public financing of education in the UK has been affected due to this pandemic situation. As a long-term effect of this crisis, most education expenditures have been allocated to the health sector and the economy, which has staggered the HE system (Weforum.org, 2020). As per latest statistical reports, around 11% of public expenditure was invested in education before the pandemic. Hence, due to such unusual circumstances, a lot of economic pressures have been rising, and the rate of global pandemic activity has been forecasted to fall by at least 6% in 2020 (Weforum.org, 2020). It has also been argued that for overcoming this hurdle of pandemic in UK HE, some short-term effective measures like supply of digital learning tools, financial support in UK HE, and additional funds for safety and cleaning equipment have been allocated with available resources. Apart from that, it has also been seen that due to this pandemic, most UK HE students have experienced International Student Mobility, where 6% of tertiary students are from international or foreign segments (Oecd.org, 2020). Some other challenges like international exposure and input in foreign job markets and networking have been missing since this pandemic.
Impact of COVID-19 on Student Equity and Inclusion
In this case, it has mainly been found that due to the negative impact due to COVID-19, student equity, as well as inclusion, have also been staggered. As a holistic approach in the field of higher education, inclusive learning tools have played pivotal roles. As stated by Burki, (2020), when most universities in the UK have been becoming closed due to this pandemic, students coming from foreign countries and diversified cultural backgrounds have been starting to feel the increased risk of vulnerability. In this way, they have also feared in terms of less support and poor services whenever they need during their education in the UK HE. Hence, this specific gap between students, which has also experienced them with some educational constraints or barriers, might not also be widened all the time (Sky.com, 2021). It has also been seen that some closures have also acquired several considerable effects on students’ sense of belonging to educational institutions along with their key feelings of self-worth at the same time. In this way, these valued aspects have been becoming key inclusive elements in the field of higher education.
In the UK, it has also been found that its government has been gathering some educational resources, which are useful for students in terms of special education requirements and their family members. As mentioned by Crawford et. al. (2020), in the field of UK HE, the Dyslexia Assist along with the National Autistic Society have also emphasized that there must be a need for developing some sorts of shared educational materials and tools with the key purpose of fulfilling special educational needs in higher education.
On the other hand, during the COVID-19 pandemic, the UK government has been planning to distribute electronic education and learning devices to all of its higher education students free of cost. Such digitized learning equipment and material have played major roles to increase the level of inclusivity in the field of higher education effectively (Gov.uk, 2021). Apart from that, it can also be realized that by providing equitable and inclusive access to good learning conditions, it becomes possible to overcome such educational hurdles in this pandemic (Universityworldnews.com, 2021).
Experiences, Challenges, and Acceptance of E-learning education tool by Students in COVID-19
In the UK, mainly due to COVID-19 pandemic embodied with other kinds of restrictions in the field of higher education, the usage of e-learning tools has been increasing rapidly. That specifically means, thus pandemic situation has forced many students and others terms of using this education tool for higher study (Dailysabah.com, 2021). Apart from that, it has also been argued that most students in the field of UK HE have been facing issues due to this pandemic condition related to emergency-imposed changes. This kind of negative effect has also fallen upon learning, teaching, as well as assessment (LTA) during sudden imposition of lockdown and other kinds of restrictions. In this way, it has also been reflected that the higher education students’ view or opinion regarding these changes might impact their overall education and other kinds of personal circumstances at the same time. As reported by Pham and Ho (2020), it has also made further educational suggestions, depending on students’ key observations. In addition to this, this condition has also shown how different kinds of educators presented in the UK have supported students’ LTA learning experiences more effectively.
Regarding this matter, it has also been seen that COVID-19 pandemic has resulted in the sudden closure of education across many universities, schools, and other educational institutions. According to Mok et. al. (2021), as per expected outcomes, the entire educational framework has changed dramatically, with a distinctive rise in the field of using various kinds of e-learning tools and other kinds of materials at the same time. In this condition, it can also be realized that teaching and learning have been undertaken remotely across various kinds of digital platforms thereafter. As per latest research and other studies, it has also been observed that online or digital learning medium has shown an increased level of retention of information or data, which has also taken less time (Ahlburg, 2020).
Research Questions
Here have been presented research questions of current study as follows:
- RQ1: How has COVID-19 pandemic affected the UK Higher Education (HE) system or infrastructure?
- RQ2: What kind of negative educational experiences have been achieved by higher education students in the UK during this COVID-19 pandemic situation?
- RQ3: How has COVID-19 pandemic impacted students’ equity as well as inclusive learning and teaching experiences remotely?
- RQ4: Which kinds of benefits and advantages have been derived through e-learning tools of higher education by students during this COVID-19 pandemic situation in the UK?
Methodology
Suitable and appropriate means of research methodology have helped a lot for researchers in terms of ensuring positive research outcomes and benefits altogether. Hence, as per maintaining key principles of research on onion and paradigms, under the category of research approach, the deductive aspect has played an active role in answering those research questions by analyzing existing literature available with relevant theories or models (Beech and Anseel 2020). Besides, the positivism research philosophy has also supported to ensure logical and meaningful arguments in research for testing and developing hypotheses in current study. Apart from that, the descriptive research design has also supported depicting the core happenings in the research area with better means of exploration and explanation thereafter.
On the other hand, in the case of sampling, this research will be conducted with the help of a non-probability sampling method, which helps to induce a high level of flexibility in research. As indicated by Watermeyer et. al. (2021), in the field of data collection and analysis, the secondary qualitative approach must enable positive research outcomes and benefits altogether. In this way, relevant journals, articles, newspaper sources, textbooks, and other kinds of relevant and authentic literary sources have been highlighted the most. It has also embraced proper understanding of the effect of pandemics in education (Watermeyer et. al. 2021).
Analysis
In this scenario, from that upper in-depth analysis, it has been found that mainly due to the COVID-19 pandemic situation, the entire higher education (HE) infrastructure of the UK has collapsed. As per latest reports, it has been identified that around 1.2 billion students have been affected in education due to sudden closure of educational institutions at the most (Burns et. al. 2020). From another perspective, due to this pandemic, the economic situations of the country along with the education sector have also been affected badly. That is why most universities have called strikes in education, as most staff have not availed proper recognition and pay for learning students in the country-based higher education facilities (Ma et. al. 2021).
On the other hand, in recent times, it has also been found that a new variant of corona-virus has also been found named Omicron, which has already been starting to disrupt the whole education system in the globe (Camilleri, 2021). Regarding this matter, to handle these unusual circumstances, most students have been trying to adopt a new system of higher education. In detail, with the support of various kinds of digital learning tools, e-learning mediums, and others, it becomes easier to achieve a higher level of education by most UK students even from remote places (Savage et. al. 2020).
Conclusion
From the above in-detailed discussion, it can be concluded that mainly due to the COVID-19 pandemic situation, along with other segments, the whole education sector has also been affected badly across the globe. Especially, in the UK, its higher education (HE) facility has been staggered at the most, as most foreign students cannot attend classes from remote areas. Sudden impositions of lockdowns, travel restrictions, and other kinds of negative factors have worsened the situation extensively. However, some measures like digital or online learning practices, successful utilization of e-learning tools, and others have tried a lot to maintain students’ education equity and inclusivity rightly.
References
Ahlburg, D.A., (2020). COVID‐19 and UK universities. The Political Quarterly, 91(3), pp.649-654.
Beech, N. and Anseel, F., (2020). COVID‐19 and its impact on management research and education: Threats, opportunities and a manifesto. British Journal of Management, 31(3), p.447.
Burki, T.K., (2020). COVID-19: consequences for higher education. The Lancet Oncology, 21(6), p.758.
Burns, D., Dagnall, N. and Holt, M., (2020), October. Assessing the impact of the COVID-19 pandemic on student wellbeing at universities in the United Kingdom: A conceptual analysis. In Frontiers in Education (Vol. 5, p. 204). Frontiers.
Camilleri, M.A., (2021). Evaluating service quality and performance of higher education institutions: a systematic review and a post-COVID-19 outlook. International Journal of Quality and Service Sciences.
Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. and Lam, S., (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), pp.1-20.
Dailysabah.com, (2021), Fears over impact of COVID-19 variant rise as omicron arrives in US, Available at: https://www.dailysabah.com/world/africa/fears-over-impact-of-covid-19-variant-rise-as-omicron-arrives-in-us [Accessed on 2nd December 2021]
Gov.uk, (2021), Coronavirus (COVID-19): student sponsors, migrants and short-term students (accessible version), Available at: https://www.gov.uk/government/publications/coronavirus-covid-19-student-sponsors-migrants-and-short-term-students/coronavirus-covid-19-student-sponsors-migrants-and-short-term-students-accessible-version [Accessed on 2nd December 2021]
Khan, M.A., (2021). The impact of COVID-19 on UK higher education students: experiences, observations and suggestions for the way forward. Corporate Governance: The International Journal of Business in Society.
Ma, G., Black, K., Blenkinsopp, J., Charlton, H., Hookham, C., Pok, W.F., Sia, B.C. and Alkarabsheh, O.H.M., 2021. Higher education under threat: China, Malaysia, and the UK respond to the COVID-19 pandemic. Compare: A Journal of Comparative and International Education, pp.1-17.
Mok, K.H., Xiong, W., Ke, G. and Cheung, J.O.W., (2021). Impact of COVID-19 pandemic on international higher education and student mobility: Student perspectives from mainland China and Hong Kong. International Journal of Educational Research, 105, p.101718.
Oecd.org, (2020), THE IMPACT OF COVID-19 ON EDUCATION, Available at: https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf [Accessed on 2nd December 2021]
Oecd.org, (2020), The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school reopenings, Available at: https://www.oecd.org/coronavirus/policy-responses/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings-d593b5c8/ [Accessed on 2nd December 2021]
Pham, H.H. and Ho, T.T.H., (2020). Toward a ‘new normal’with e-learning in Vietnamese higher education during the post COVID-19 pandemic. Higher Education Research & Development, 39(7), pp.1327-1331.
Savage, M.J., James, R., Magistro, D., Donaldson, J., Healy, L.C., Nevill, M. and Hennis, P.J., (2020). Mental health and movement behaviour during the COVID-19 pandemic in UK university students: Prospective cohort study. Mental Health and Physical Activity, 19, p.100357.
Sky.com, (2021), Three-day university strikes over pensions, pay and conditions disrupts learning for students across the UK, Available at: https://news.sky.com/story/three-day-university-strikes-over-pensions-pay-and-conditions-disrupts-learning-for-students-across-the-uk-12484152 [Accessed on 2nd December 2021]
Universityworldnews.com, (2021), International student mobility in the wake of COVID-19, Available at: https://www.universityworldnews.com/post.php?story=20211122121828241 [Accessed on 2nd December 2021]
Watermeyer, R., Crick, T., Knight, C. and Goodall, J., (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81, pp.623-641.
Weforum.org, (2020), The COVID-19 pandemic has changed education forever. This is how , Available at: https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ [Accessed on 2nd December 2021]
Zalat, M.M., Hamed, M.S. and Bolbol, S.A., (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PloS one, 16(3), p.e0248758.
………………………………………………………………………………………………………………………..
Know more about UniqueSubmission’s other writing services:
