Abstract:

Although E-learning is not a new concept, the COVID-19 pandemic resulted in a rapid transition for Higher Education Institutions from March 2020 and our institution which is traditionally face-to-face was no exception. The planned 2020/21 academic year saw a move to blended learning but resulted in a sudden shift back to on-line only provision for most courses within Service Sector Management (Tourism, Hospitality, Events and Food and Nutrition). This happened within the first few weeks of Semester one and continued for the rest of the academic year for most students due to prevention measures and further lockdowns.

The aim of the research is to explore the extent to which the transition to online learning as a response to the COVID-19 pandemic has impacted upon student’s experience of teaching and learning, academic support, and other support services. Some of the teaching and learning aspects have been explored previously (McVay 2000; Muthuprasad, Aiswarya, Aditya, & Girish, 2021; Smith, Murphy & Mahoney, 2003; Warner, 1998). However, the preconceptions of students and the access to student support services explores new dimensions of the student experience. The areas to be investigated within the primary data collection includes; the extent of the student’s previous familiarity with online learning; their initial preconceptions and expectations in terms of contact time and assessment support; the realities of online learning, was this different to their perceptions in either positive or negative ways?; the level of their engagement with the on-line provision, did they fully engage with pre-recorded lectures and actively participate within online live seminars?; what barriers affected student engagement, are these internal (related to their teaching and learning, such as study skills needs, student support, lack of confidence being seen on an online platform) or external factors (health issues, part-time working, commuting, technological poverty/lack of reliable Wi-Fi connection)?; To what extent have they sought support for these issues?.

The research utilises a mixed method approach where data will be collected via online questionnaire incorporating both pre-coded and, open-ended questions and online live focus groups. The sample is students currently studying within Service Sector Management from Foundation year through to Master’s level study. The target is 200 completed questionnaires and a focus group for each level of study with up to 10 students. Data analysis will be conducted by the researchers and a student researcher using SPSS to uncover common themes from the survey data and thematic analysis. The analysis is looking to identify patterns across specific levels of study as well as the student cohort as a whole.

Currently it is uncertain how Higher Education teaching and learning will move forward in a Post Covid-19 society but it is likely that some element of blended learning will continue at least in the short-term e.g. online live lectures. Although this research focuses on Service Sector Management the findings of the research will be useful to those responsible for undergraduate and postgraduate curriculum design in all areas of Higher Education. The findings impact on the future planning of not only teaching and learning but also the student support provision and subsequent strategy moving forward into the new normal.

Keywords:

COVID-19, blended, remote, distance, online, impacts, expectations, e-learning, events, food, hospitality, tourism, student services.