Coping With Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

Abstract

This article examines the implications of the transition to online or blended learning for first generation scholars (FGS) brought about by . We present the findings of a mixed methods project that draws data from both in-depth qualitative interviews and a large quantitative survey of students at Durham University. We offer a comparative analysis of how FGS contrast to the general student body in relation to a range of key challenges that Covid-19 and the consequent 'online pivot' posed to university life including technological, social and resource based issues. Our findings demonstrate that FGS were particularly affected by this shift to online or blended learning. The final substantive section discusses a range of potential mitigation strategies adopted by the

Meta-analyses of differences in blended and traditional learning outcomes and students' attitudes

“…The sudden outbreak of COVID-19 has made blended learning widely accepted (Yu, 2021a) and it has led first generation scholars to engage in online or blended learning (Mates et al, 2021). Blended learning has been rising as a major component of learning methods, with which various definitions of blended learning have been put forward (Yu, 2015).…”

‘My achievement will be their achievement’: the challenges of role modelling for student parents at UK universities

“…Student parents also have financial challenges such as childcare, commuting to university and the additional expense of taking children to school (Thomas and Jones 2017). While remote teaching has reduced some costs, it also involves additional costs, including IT equipment and meals for children (Reay, 2020;Montacute and Cullinane, 2021;Mates et al 2021). The requirement for access to IT by different family members meant that student parents may have experienced more challenges than other students during lockdown:…”