Making Up for Lost Time: University Students' Quest to Reclaim Missed Opportunities While Adjusting to Post-COVID Life in Higher Education
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| Title: | Making Up for Lost Time: University Students' Quest to Reclaim Missed Opportunities While Adjusting to Post-COVID Life in Higher Education |
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| Language: | English |
| Authors: | Jesse Potter (ORCID |
| Source: | British Educational Research Journal. 2025 51(5):2142-2160. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Student Adjustment, COVID-19, Pandemics, Higher Education, In Person Learning, Foreign Countries, Electronic Learning, Study Habits, Social Isolation, Sense of Belonging, Learner Engagement |
| Geographic Terms: | United Kingdom (England) |
| DOI: | 10.1002/berj.4165 |
| ISSN: | 0141-1926 1469-3518 |
| Abstract: | A small-scale qualitative case study of students at a post-1992 university in England sought to understand the nuanced experiences of returning to face-to-face study following the pandemic. Whilst much has been written about the effects of studying online, much less is known about how students adapted once they returned to campus-based delivery. Specifically, the paper focuses on student motivations to pursue higher education, and the ways that they blended digital-learning habits learned during the pandemic with their experiences and demands of campus life in the immediate aftermath. This study expands on existing scholarship by detailing how students managed the isolation, loneliness and disrupted 'sense of belonging' emerging from and during pandemic-related lockdowns and online learning. We show how students returned to campus delivery invigorated and eager to immerse themselves in real-time pedagogic and extracurricular experiences. Notwithstanding the difficulties of adaptation, their hopeful narratives balance the findings of other studies that suggest students are struggling to re-engage with traditional modes of university delivery. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1486259 |
| Database: | ERIC |
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| Abstract: | A small-scale qualitative case study of students at a post-1992 university in England sought to understand the nuanced experiences of returning to face-to-face study following the pandemic. Whilst much has been written about the effects of studying online, much less is known about how students adapted once they returned to campus-based delivery. Specifically, the paper focuses on student motivations to pursue higher education, and the ways that they blended digital-learning habits learned during the pandemic with their experiences and demands of campus life in the immediate aftermath. This study expands on existing scholarship by detailing how students managed the isolation, loneliness and disrupted 'sense of belonging' emerging from and during pandemic-related lockdowns and online learning. We show how students returned to campus delivery invigorated and eager to immerse themselves in real-time pedagogic and extracurricular experiences. Notwithstanding the difficulties of adaptation, their hopeful narratives balance the findings of other studies that suggest students are struggling to re-engage with traditional modes of university delivery. |
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| ISSN: | 0141-1926 1469-3518 |
| DOI: | 10.1002/berj.4165 |
