ISRRT_COVID-19_book

Also:
“I think they've done a good job of trying to get the content out to us. But I think it's just
really hard to motivate yourself.”
Secondly, all students unanimously agreed that they were not receiving blended learning and
that it was online learning only. In response to this, some also questioned the value of the
lectures in terms of the tuition fee costs. The perceived value of course delivery was lowered,
one student even described the whole student experience being lowered.
“Completely online kind of takes away from the experience of being a student. I don’t really
feel like I’m getting what I’m paying for. I don’t think it’s terrible, but it’s just not worth it”
B2 - Online quality
Most students agreed that lecturers did a ‘commendable’ job delivering the required content.
Discussion was positive on this topic however they noted that some topics simply did not
translate well to online learning, specifically practical learning subjects. Overall, teaching was
found to be ‘satisfactory’, ‘effective’ and ‘convenient’ due to its flexibility. Furthermore,
students recognised that lecturers were doing the upmost to relieve stress and have
‘increased resources’ available to students.
“I do commend the lecturers for doing their best and still showing that they are always there
to support students who are struggling.”
Also noting that:
“I think they're doing the best they possibly can really under the circumstances.”
Despite the best efforts of lecturers, students reported several technical issues with the main
online system. One student also mentioned that the internet within their student
accommodation could not meet the ‘bandwidth demand’ of all housemates. The term ‘IT
poverty’ was also mentioned.
Theme C: Returning to Placement
Analysis of any student concerns relating to returning to placement revealed four main
themes: (1) relief and excitement; (2) competency worry; (3) effective teamwork and; (4)
Black, Asian and minority ethnic (BAME) risk.
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