Dr Paddy O’Connor, Queen’s University Belfast
In the ever-evolving landscape of higher education, the transition to Emergency Remote Teaching (ERT) during the COVID-19 pandemic has brought both opportunities and challenges, as well as some long-lasting insights into how synchronous online classes can be taught to maximise the learning opportunities for students. While numerous studies have delved into the experiences of students during this time, a significant gap remains in understanding the specific challenges faced by first-year Psychology students in the United Kingdom. This is despite Psychology students accounting for 1 in 20 students on undergraduate courses in the UK (Nuffield Trust, 2021). A recent study (O’Connor & Lee, 2023) sought to shed light on this issue by focusing on first-year, single-honours Psychology students in the UK and their engagement with ERT during practical lab classes. These are classes, held in a computer room, in which students are taught about research methods and statistics through activities, which are designed to teach students how to use statistical software to analyse and interpret statistical information. The findings paint a nuanced picture of the obstacles encountered and offer valuable insights into potential avenues for improvement.
The findings from the research demonstrate a myriad of challenges associated with the structure and format of online lab classes. Participants expressed difficulties in following the class activities, coping with lengthy sessions, comprehending complex material, and multitasking in the virtual environment. Communication barriers also loomed large in the virtual classroom. The impersonal nature of online learning made it easier for students to disengage or engage in social loafing during group activities, whereby individuals disengaged from group activities due to the relative anonymity that participating in a large group brings. Moreover, the lack of immediate access to instructors hindered students’ ability to seek clarification or ask questions, exacerbating feelings of frustration and isolation. Technological glitches further compounded the challenges of ERT, with issues mostly centring around unreliable Wi-Fi connections and software malfunctions. These digital hurdles not only disrupted the learning process but also underscored the digital divide that persists among students, disproportionately affecting those from marginalized backgrounds. Finally, on a personal level, students grappled with motivational issues, struggling to maintain focus amidst a sea of distractions and facing difficulties in adapting to the virtual learning environment. The absence of face-to-face interactions also led to feelings of awkwardness and inhibited students’ confidence in participating actively in class discussions.
However, amidst these challenges, the study also unearthed valuable recommendations for enhancing the ERT experience for Psychology students. Foremost among these was the call for enhanced provision and support, including more interactive tasks and opportunities for peer interaction. Improved communication channels and smaller class sizes were also proposed to foster a sense of community and facilitate more meaningful engagement. Furthermore, students advocated for a reassessment of the format of online classes, suggesting a balance between group and individual activities to cater to diverse learning preferences. By heeding these recommendations, educators can create a more inclusive and effective learning environment that empowers students to thrive in the digital age.
In conclusion, the study underscores the importance of understanding and addressing the unique challenges faced by first-year Psychology students during ERT, particularly in the context of practical lab classes. In an increasingly digital world, hearing about the experiences of students is imperative when designing deliberate online learning classes in the future, particularly those which involve following instructions and carrying out specific operations via the use of software packages, such as software for statistical analysis. In particular, for us as HE practitioners, it is of paramount importance not to assume that younger students are adept at using technology to engage with these classes, and that in some cases, the use of technology might actually create a barrier in their ability to communicate. Striking a balance between the accessibility of these classes, and the motivational and situational aspects faced by students, is vital in creating online classes that are less restrictive on students’ ability to make use of these learning opportunities.
Dr Paddy O’Connor is a Lecturer (Education) in the School of Psychology at Queen’s University, Belfast. Paddy is a Fellow of the Higher Education Academy (FHEA), Chartered Psychologist (CPsychol) and Associate Fellow (AFBPsS) of the British Psychological Society. As well as being the Level 3 Year Lead on the BSc Psychology degree programme, Paddy is also the coordinator for the Year 3 thesis and Insight Placement modules. Paddy also teaches Developmental Psychology on the undergraduate programme and supervises thesis students at undergraduate level. Paddy engages in pedagogical research on young men’s attitudes towards Psychology, statistical anxiety amongst psychology students, and the development of student’s self-regulated learning abilities across the course of their degree.
Nuffield Trust. (8 July 2021). The right track: Participation and progression in psychology career paths. Retrieved 13th February 2024 from https://www.nuffieldtrust.org.uk/research/the-right-track-participation-and-progression-in-psychology-career-paths
O’Connor, P. A., & Lee, R. (2023). ‘We can’t see your slides!’ Undergraduate psychology students’ perceptions of emergency remote teaching. Psychology Teaching Review, 29(1), 25-36.
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