IDENTIFYING HIGHER EDUCATION FIRST-YEAR STUDENTS´ REPORTED STUDYING EXPERIENCES STUDYING DURING THE PANDEMIC

Authors

  • Sanna Ruhalahti TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
  • Teija Lehto TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
  • Susanna Saarinen TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
  • Leena Katto TAMK University of Applied Sciences, Teaching and Learning Centre, Finland

DOI:

https://doi.org/10.46827/ejes.v8i8.3831

Keywords:

higher education, first-year students, study experiences, COVID-19 pandemic

Abstract

The pandemic situation has been a challenge for many students. The students starting their higher education at the beginning of 2021 were facing a new kind of educational challenge due to the Covid-19 pandemic. The purpose of this study was to gain insights into first-month studies during the exceptional times. The focus was on Finnish higher education first-year students’ (n=154) reported studying experiences during the COVID-19 pandemic. The participants were bachelor’s degree students who started their higher education studies in January 2021 in the middle of the exceptional pandemic situation caused by COVID-19. Studies during their first months have mainly been organised online, and there have been specific restrictions related to study arrangements. The study used an inductive content analysis to find out the positive and negative impacts of studying during exceptional times. The data for this study was drawn from an online questionnaire. The results indicated that students’ own resources and capacity played an important role in terms of positive or negative study experiences: good study motivation, good distance-learning skills, and self-directedness helped to cope with the exceptional situation, while insufficient distance-learning skills or challenges in self-direction caused difficulties and dissatisfaction among other students. Teachers’ digital pedagogical skills play a significant role, as the results of this study indicated. In addition, to teaching and learning activities, higher education institutions need to reflect on how student services, counselling, and peer support can be provided remotely. The findings of this study suggest that it is important to pay attention to students’ well-being and self-directed learning skills in digital learning communities and environments. In addition, the study suggests strengthening teachers’ competencies related to digital pedagogical competencies together with workload allocation and study scheduling. Also, there is a need to deepen learning community building and self-directed learning skills as a part of pedagogical support.

 

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Author Biographies

  • Sanna Ruhalahti, TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
    PhD Ruhalahti, Sanna works as a Head of Teaching and Learning Centre (TAMK) and Principal lecturer at TAMK´s School of Pedagogical Innovations. Her research interests cover deeper and dialogical learning, pedagogical learning design and higher education pedagogy. https://orcid.org/0000-0002-5554-1600
  • Teija Lehto, TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
    MA Lehto, Teija works as a Senior Adviser at TAMK Education Development Services. She is an experienced developer of online and digital education, a member of the Finnish national higher education electronic examinations (EXAM) team and the TAMK contact person for the Finnish national higher education cross-examinations system. https://orcid.org/0000-0002-9512-0069
  • Susanna Saarinen, TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
    M. Soc.Sc. Saarinen, Susanna works as a Senior Adviser at TAMK Education Development Services. She is a member of the national career monitoring group of Finnish UASes and her interests cover student feedback systems and higher education pedagogy.
  • Leena Katto, TAMK University of Applied Sciences, Teaching and Learning Centre, Finland
    M.Sc. Katto, Leena works as a Senior Adviser at TAMK Pedagogical Innovations and as a team leader of Ubiquitous Learning Environments team. She has been working on educational technology since 2006 and has a strong interest in learning design, learning analytics and digital learning. https://orcid.org/0000-0002-3252-4648

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Published

2021-07-08

Issue

Vol. 8 No. 8 (2021)

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