How to Thrive when Studying Online

West, Harry, Cox, William, Alexander, Anoushka, Abzhaparova, Aida and Hill, Jennifer ORCID: 0000-0002-0682-783X (2022) How to Thrive when Studying Online. Journal of Geography in Higher Education. (In Press)

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Abstract

The Covid-19 pandemic led to significant changes in higher education institutions, with a rapid pivot from on-campus to online teaching and learning. The move to predominantly online teaching resulted in a very different learning experience for many campus-based students, offering new opportunities and challenges. This Directions article is co-written by a student-staff partnership team and shares advice on how to thrive when studying online. The approaches developed to support online and blended learning during the pandemic are likely to be long-lasting, and so the top tips identified in this article have relevance to and beyond possible future disruptions to the higher education learning experience. We discuss four elements to support a successful and meaningful online learning experience: 1) Carefully managing time and balancing different tasks; 2) Staying motivated and rewarding yourself on completion of tasks; 3) Engaging and participating with online learning materials and classes, related to the effective use of online tools to study and stay in touch with peers and staff; 4) Engaging in professional development opportunities and seeking help and support when needed. Following the advice in this article will enable you to approach your studies with confidence, leading to a positive and meaningful learning experience.

Item Type: Article
Article Type: Article
Uncontrolled Keywords: Online learning; Studying online; Student support; Study skills; Wellbeing
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Professional Services > Academic Development Unit
Research Priority Areas: Place, Environment and Community
Depositing User: Anne Pengelly
Date Deposited: 13 Apr 2022 08:57
Last Modified: 13 Apr 2022 09:00
URI: https://eprints.glos.ac.uk/id/eprint/10882

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University Of Gloucestershire

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