From face-to-face environments to distance learning universities: the transition period of first-year students

Abstract

[EN] The sudden transition from face-to-face into distance learning activities in higher education during the Covid-19 pandemic has highlighted the need to improve student induction and transition into distance learning settings. This study explores the experiences of first-year students at a distance learning university. Semi-structured interviews were conducted with students, aged 18-19, who transitioned from a face-to-face environment (school, college or another university) to distance-learning higher education. Thematic analysis yielded themes related to students’ early perceptions on distance-learning, experiences with learning and assessment, and social interactions. Noteworthy findings include students’ early misconceptions of distance-learning, distance-learning as a shelter for students with mental health issues, views on hybrid learning and continuous assessment, and approaches to socialising. Insights from this study have implications for how universities with new and existing distance learning practices design their induction and support programmes to facilitate student transition and enhance the first-year student experience.