UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices

Gourlay, L; Campbell, K; Clark, L; Crisan, C; Katsapi, E; Riding, K; Warwick, I; (2021) Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices. Journal of Interactive Media in Education , 1 , Article 15. 10.5334/jime.655. Green open access

[thumbnail of Crisan_‘Engagement’ Discourses and the Student Voice_VoR.pdf]
Preview
Text
Crisan_‘Engagement’ Discourses and the Student Voice_VoR.pdf - Published Version

Download (678kB) | Preview

Abstract

The Covid-19 crisis has led to a rapid pivot to online teaching and student engagement across higher education internationally, due to public health ‘lockdown’ measures. In March 2020 in the UK this move was sudden, and universities were forced to move their provision to digital formats with little preparatory time, and in many cases, inadequate training and experience. In the subsequent period, higher education institutions have prioritised the enhancement of digital education, with a range of strategic initiatives and training programmes for teaching staff. This paper, written by a staff-student partnership of authors, reports on two institutionally-supported studies conducted at a large, research-focused university in England, in which student views were sought on their experiences and priorities surrounding online engagement during the Covid-19 crisis. In our discussion of the findings, we argue that the student accounts challenge some of the mainstream assumptions about constructs such as student ‘inclusivity’, academic ‘community’ online, and teaching which encourages ‘questioning’, requiring us to think more deeply about what constitutes a meaningful and rich online educative experience. In the spirit of ‘lessons learned’ from the Covid-19 pandemic, the paper proposes alternative conceptions of these values, emphasising relationality, communities, difference, and the importance of an ethos of care. We conclude with a discussion of findings, implications for theory, research, policy and practice in a post-pandemic context, proposing that an ethos of care be recognised as central to the development of digital education and the practices and ethics of student engagement.

Type: Article
Title: Engagement discourses, relationality and the student voice: connectedness, questioning and inclusion in post-Covid digital practices
Open access status: An open access version is available from UCL Discovery
DOI: 10.5334/jime.655
Publisher version: http://doi.org/10.5334/jime.655
Language: English
Additional information: © 2021 The Author(s). This is an open-access article distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/).
Keywords: Covid-19, digital higher education, student engagement, relationality, ethos of care
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10130710
Downloads since deposit
485Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item