English literature students' perspectives on covid-19

By Student Voice

Introduction

The COVID-19 pandemic has significantly changed the educational landscape for students pursuing literature in English across UK universities. This section offers an overview of how the pandemic has affected these students, highlighting the pedagogical, emotional, and logistical challenges encountered. Notably, the transition to online teaching has required both students and staff to adapt quickly to new ways of engagement and learning. Literature, a discipline deeply intertwined with in-depth discussion and close text analysis, faces unique challenges in an online format. Students have expressed through surveys that the lack of face-to-face interaction hampers their ability to engage fully with complex literary texts and diminishes the richness of classroom debates. A key concern has been maintaining a process that respects student voice while ensuring educational outcomes are not compromised. The effect of this shift on student well-being and academic performance invites a critical evaluation of how well institutions have managed to maintain the calibre of literary education under radically altered conditions. As we look into these challenges and their implications, it's important to understand how they could shape the future of literature studies in the post-COVID era.

Online Platform Usage

The shift to online platforms for literature classes represented an important change in how students and staff interact, giving rise to both opportunities and obstacles. On one hand, platforms such as Zoom and Microsoft Teams have enabled continuation of classes despite social restrictions. They offer features like breakout rooms which can facilitate smaller group discussions crucial for literary analysis. Conversely, this sudden shift highlighted significant difficulties with platform usability, especially for those less familiar with digital tools. Some staff and students have found the adjustment challenging, affecting the depth and quality of literary discourse. Additionally, not all students have access to stable internet connections or quiet environments suitable for online learning, further complicating the situation. These aspects have critically influenced student engagement and their ability to interpret complex texts, which is central to literature studies. The transition has necessitated staff to re-think and sometimes simplify their teaching approaches, sometimes at the cost of detailed literary exploration. While some students adapted quickly, seizing the opportunity to engage with literary texts through digital mediums, others struggled to maintain connection with their studies, indicating a divided experience in the academic community.

Course Location and Campus Experience

The transition from physical to virtual classrooms has significantly changed the study experience for students of literature in English. Traditional literature courses depend heavily on access to campus resources like libraries and quiet study areas. With these largely inaccessible due to COVID-19, students and staff had to adapt swiftly. On one hand, the digital shift allowed students to access a wide array of online resources. However, the lack of physical presence on campus meant a reduced opportunity for spontaneous discussions and peer interactions, which are key to literary studies. The challenge has been to replicate these literature-rich environments digitally. While some argue that online resources offer convenience and breadth, others believe that the lack of tactile engagement with physical texts—such as browsing through library books—can diminish the literature learning experience. This highlights a split in perspectives within the academic community on the effectiveness of virtual learning environments. Staff at universities have worked towards enhancing the digital experience, yet acknowledge the importance of ensuring that these environments support robust academic discourse and deep engagement with texts. The shift also brings into question the maintenance of a campus culture that fosters literary creativity and critical analysis, a core aspect of the literature student’s educational journey.

Integrated Teaching During Illness

Addressing the challenges of 'Integrated Teaching During Illness' during the COVID-19 pandemic has been a complex issue for literature in English courses across UK universities. With students and staff experiencing illness, maintaining the continuity and quality of education necessitated swift adjustments. The use of platforms like Zoom for literature classes became a widespread solution. However, the lack of face-to-face interaction brought about by these measures starkly affected students' ability to engage deeply with literary works. As literature demands a high level of interpretative discussion, the absence of in-person engagement reduced the richness of literary analysis. On the one hand, the adaptability to conduct classes virtually highlights the resilience and innovation within the educational sector. Conversely, it raises important concerns about the overall effectiveness of learning, especially when dissecting complex texts. Staff faced challenges in ensuring all students could participate actively, particularly those battling health issues. The expectations to participate and contribute to discussions, while potentially dealing with symptoms or recovery, has been a daunting process for many students. This period has tested the flexibility of educational frameworks and the capacity of literature departments to uphold academic standards while being sensitive to the health and well-being of their students.

Impact of Strikes and COVID-19

The combined disruptions caused by strikes and COVID-19 regulations have had a significant impact on literature courses, notably affecting class schedules and the support systems in place for staff and students. Strikes within universities often lead to a pause in teaching, creating gaps that are challenging to fill, especially amid the sporadic transition between online and in-person classes. This disruption complicates the learning process, making it harder for students to maintain a consistent study schedule, a key factor that literature studies heavily rely on due to their in-depth discussion requirements. Additionally, the adequacy of support offered to literature students during these times has been varied. While some institutions were quick to implement strategies aimed at minimising academic disruption, others struggled, leaving students feeling unsupported and staff stressed. On one hand, these dual pressures underscored the resilience and adaptability of academic communities. Conversely, the situation highlighted significant areas needing improvement, particularly in communication and contingency planning. Staff and students in literature departments have faced the task of balancing the continuity of deep, critical engagement with texts while navigating these ongoing challenges. This situation has prompted a re-evaluation of traditional academic processes and the exploration of more robust support mechanisms to better withstand future disruptions.

Extension Requests and Academic Deadlines

During the COVID-9 pandemic, UK universities saw a significant increase in requests for deadline extensions from students studying literature in English. This rise can be attributed primarily to the shift towards online learning and the myriad challenges it introduced. Students found themselves grappling with unstable internet connections, a lack of suitable study spaces, and the general stress associated with the health crisis. Staff were required to handle a large influx of extension requests, which not only tested administrative capacities but also raised ethical considerations about fairness and academic integrity.

Recognising these challenges, many institutions adopted more flexible deadline policies, aimed at minimising student anxiety and ensuring that assessment standards remained fair. However, this approach generated a complex dialogue about the long-term implications of such adjustments on the learning process and the students' ability to meet traditional academic demands. On one hand, increased flexibility was essential during a global health crisis; conversely, it was important to ensure that these accommodations did not dilute the rigour of academic evaluation. This balancing act between flexibility and standards remains a central topic in ongoing discussions about best practices in higher education during emergencies.

Pandemic Impact on Learning and Grading

The transition to online learning during the COVID-19 pandemic has posed significant challenges for staff and students, particularly those engaged in the deeply interactive study of literature in English. A critical aspect of this shift has been the impact on grading systems and the overall assessment process. Traditionally, literature assessment relies heavily on essays and classroom participation, methods that were disrupted by the move online. For example, the nuances of student voice, which are key in literary analysis, often became diluted in virtual environments where the dynamics of discussion differ markedly from the traditional classroom setting. On one hand, literature professors have utilised creative approaches to facilitate discussions and keep students engaged. Conversely, they have faced difficulties in assessing the depth of a student’s understanding through digital platforms. The lack of physical presence in classrooms raised questions about assessment fairness and consistency, as online learning environments can variably affect students' abilities to perform to their fullest potential. Staff at universities were driven to rethink assessment strategies, such as incorporating more formatively assessed tasks that allowed for ongoing feedback, hence supporting students in adapting to these changes. This period has not only tested adaptation capabilities but also highlighted the need for a well-rounded approach to grading that captures the complexity of student interactions and comprehension in an online setting.

Financial Concerns and Value for Money

The financial implications for literature students during the COVID-19 pandemic have been significant, leading to heightened concern over the perceived value of their education in relation to tuition fees. Many students have voiced unease about paying the same rates for courses primarily delivered online, lacking the rich, immersive experience traditionally associated with campus life and face-to-face learning. On one hand, students understand the necessity of online education during health crises, recognising the staff's efforts to maintain the quality of teaching. Conversely, the change from physical to virtual classrooms has sparked debates about the fairness of current tuition fees given the altered delivery method of courses. This discourse raises questions about future fee structures and the need for possible rebates or adjustments to reflect the nature of the learning experience during the pandemic. Additionally, the pressure on universities to demonstrate they are providing value for money has intensified, making it essential to reassess how resources are allocated and services are delivered to justify these costs to students and their families. Persistent financial challenges, combined with expectations for high-quality education, mean that universities must continue to innovate and adapt their models to balance cost-effectiveness with educational excellence.

English literature students' perspectives on covid-19

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