Abstract:

This qualitative online study (2020–2021) explored the experiences of undergraduate students enrolled in an interdisciplinary research methods module at a London university. The module engaged students in multimodal assessments, including a video diary, a thematic analysis report, and a research proposal. Students designed and conducted interviews with academics, reflected through video, analysed qualitative data, and collaboratively developed interdisciplinary projects. Data were collected through semi-structured interviews and analysis of student assignments and resources. The data were analysed thematically to identify patterns related to participation, multimodality, online assessment, inclusion, and teamwork (Clarke and Braun, 2016).

The study aimed to examine the learning opportunities and challenges students encountered in addressing assessment criteria, and to evaluate whether multimodal, interdisciplinary assessment enhanced engagement and inclusive learning. Conducted during the COVID-19 pandemic, all teaching and assessment took place via distance learning. Fifteen undergraduate students across five groups participated in semi-structured online interviews via Zoom. Participants also shared samples of their work and feedback from tutors and peers. The cohort reflected diverse disciplinary backgrounds across the sciences and humanities, as evident in the range of topics and interdisciplinary approaches adopted.

Findings indicate that participation in interdisciplinary and multimodal assessments offered significant benefits. Students developed the ability to apply interdisciplinary methods to address complex social issues creatively, as supported by Elkington (2020). They also enhanced transferable skills such as teamwork, communication, and critical thinking, aligning with Boyer and Bishop (2004). Collaboration fostered shared responsibility and respect, enabling students to integrate diverse perspectives. Despite the technical challenges of remote learning, including platform issues and time zone differences, students demonstrated adaptability. They employed digital tools and blended strategies to support collaboration, reflecting Kress and Selander’s (2012) multimodal approach. These included recording online meetings, co-editing in Google Docs, sharing transcripts, and communicating via WhatsApp, thereby bridging formal and informal learning. Students highlighted teamwork as key in mitigating isolation during the pandemic. Collaborative work fostered a sense of community and belonging, consistent with Haynes's (2002) findings. It also increased confidence in expressing ideas and trusting peers.

Overall, the study demonstrates that multimodal and interdisciplinary assessment can foster inclusive, engaging, and student-centred learning environments. Such approaches support creativity, collaboration, and meaningful learning, even in distance education contexts. The findings highlight the importance of flexible, design-oriented teaching practices in digitally mediated environments (Kress and Selander, 2012; Sidiropoulou et al., 2021; Basister et al., 2025; Carrillo-Sierra et al., 2025).

Keywords:

Multimodal assessment, distance education, inclusive education, technology, higher education, interdisciplinary learning,COVID-19 education.