Psychology Student Evaluation of a Third-year Option Module Delivered Online During COVID-19
Abstract
Context and Objectives
Article # 3
Title :
Psychology Student Evaluation of a Third-year Option Module Delivered Online During COVID-19
Author :
Dr Claudine Fox Associate Professor Department of Psychology , University of Warwick
Keywords :
Online Learning ; Technology Enhanced Learning ; COVID- 19 Pandemic ; Student Evaluation
DOI : 10.21252 / xjj6-sy77
Psychology Student Evaluation of a Third-year Option Module Delivered Online During COVID-19
Abstract
Context and Objectives : This study aims to describe students ’ evaluation of an adaptation of a third year Psychology option module at a UK University designed for face-to-face delivery . The module was required to be delivered exclusively online owing to suspension of in-person teaching as a result of the COVID-19 pandemic . Methods : Student feedback was collected via an online module evaluation survey following completion of the module . Results : The module was well received overall ; Students provided more positive than negative comments . Thematic groupings in positive and negative comments showed students liked the structure and organisation of the module , including interactive activities and being able to work in a flexible manner at their own pace . They disliked the volume of material , describing it as too much . Conclusions : Maintaining a structured approach , incorporating interactive activities and clearly setting student expectations regarding practical learning hours are important considerations for future teaching strategy beyond the pandemic .
Context and Objectives
This study presents an evaluation of an online version of a third-year option module in Psychology designed for face-to-face ( f2f ) delivery . The aim of the evaluation was to gain an understanding of students ’ experiences of undertaking the module in its adapted format , in order to improve student experience and satisfaction , and to enhance learning .
In 2020 the COVID-19 pandemic forced higher education institutions to close campuses and transition courses to remote learning delivery in order to maintain educational continuity ( Hodges et . al ., 2020 ). This disrupted the lives of students and staff and meant adapting modules that have traditionally run in a f2f format within a very short timeframe to run exclusively online . This can be problematic where improvisation is necessitated rather than well thought through design ( Moore et al ., 2011 ; Bryson & Andres , 2020 ), and creates challenges for both educators and learners . Of consideration is the teacher-student bond created by f2f learning , facilitating the direct transition of information from educator to learner ( Bandara & Wijekularathna , 2017 ; Quershi , 2019 ). Interpersonal contact is beneficial for creating a sense of community , enriching the learning process and increasing student confidence , but also for addressing issues that can arise from learning in isolation ( Kirkup & Jones , 1996 ).
Although online learning brings with it challenges , and is not suitable for everyone ( Garris & Fleck , 2020 ; Steward & Lowenthal , 2021 ), the current generation of students may be familiar with technology and adapting to online learning is less likely to cause issues ( Masood & Hibberts , 2021 ). Furthermore ,
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