The official student newspaper of the University of East Anglia | Established 1992 | Issue 388 | 21st September 2022
Welcome back, UEA
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Remembered: Venue: Visions of Her Majesty Ancient Egypt at the Queen Sainsbury Elizabeth II Centre pg. 4 pg. 5
Students face inconsistencies despite over 90% in-person learning Jamie Bryson News Editor
This year, a total of 91.1% of UEA’s teaching will be face-to-face, Concrete has found.
As the university points out, “[delivery methods] will vary by faculty, school, programme of study and module choices made by students”. Through figures provided to Concrete by the university, several such variations can be highlighted. For example, the School of History will be receiving 100% face-to-face teaching, compared to the School of Medicine at just 58.7%. However, the university emphasised to us “Schools with a higher level of online teaching (which tends to be health-related courses in the FMH or SCI faculties) is a result of their offers including courses or modules which are designed to be fully online, catering for students who also have jobs- for example, the newly qualified pharmacy training programme and apprentices in biomedical NHS laboratory settings”. Whilst such examples have remained relatively consistent in recent years, many students may be aware of recent concerns raised by Psychology students entering their second year, having been told they will see increased online learning across their course. We spoke to one such student
While many may feel this impact, it is also important to consider that some students have certain accessibility or practicality requirements that recent technological advancements have aided. In considering this, the student emphasised, “I feel a much better way to do this [providing online learning] would be for the uni to live-stream lectures- giving everyone a choice between attending in person or remaining at home”. The university subsequently told us it is considering options for this, explaining “UEA is investing in more learning technology tools, including the lecture capture software ‘ECHO360’. For the first time, captures [focusing in on individuals who speak] can happen automatically within a learning space, provided the lecturer has opted into the service”. This would address reported difficulties with sound quality and subsequent lack of interaction from students watching lectures online.
“There are benefits and drawbacks of blended forms of learning- specifically the new online methods- for different groups and different courses. The SU is working hard to ensure all voices are heard”. The issue will undoubtedly continue to be discussed throughout the coming academic year, as students and staff adapt and gain further experience in new technology and working practices.
Finally, Taylor emphasised, “Most importantly- talk to your school, your head of department and your module convener about your learning experiences. They should be able to discuss your course specifics and if they don’t or you don’t feel satisfied with their response, please get in touch with me and the team and we’ll help you get the answers you’re looking for”.
Photo: UEA, Percentage of face-to-face, online and asynchronous activity by School h
Of the rest, 6.1% will be online and a further 2.8% of activities will be asynchronous (online self-study). The news will come as a relief to many, as Schools have updated their taught material in line with the easing of Covid-based restrictions. But, as this investigation has found, our individual views and lived experiences of this change are far from ‘one-size-fits-all’.
(who wished to remain anonymous) As part of ongoing discussions about their experience with online between the university and the Student learning within the school. Union on learning experiences, Taylor Sounes- SU Officer for Undergraduate The student began by telling us, “three education- described to us that out of five of my lectures are online “Ultimately everyone has their own and on one single day, with only one views based on their own experiences timetabled break in between the and personal preferences- that’s the fourth and fifth hour of teaching. In key with all of this”. total, I have six hours worth of lectures on that day”. Asked about concerns raised over mental health in balancing online When asked what effect this might and in-person delivery, she added, have on their learning experience, they responded, “I personally find it really damaging to my mental health when given no choice but to spend all day in my room on a computer screenit can be really hard to focus in online lectures, let alone six hours of them”.