While Nottingham announces plans for campus to open as scheduled in September, at least there is some degree of online learning here to stay.
In an email to students, VC Shearer West insisted that the quality of education would not be affected, promising the & # 39; highest education quality & # 39 ;.
With graduation season in full swing, we asked UoN students how they found the progression to virtual study, with a huge amount of answers but one common thread – the defining future that all Notts students currently have .
"We missed a hospital placement and placement of a doctor, which can't really be simulated"
Jack *, first-year medicine, would normally have about 20 hours of lectures in & # 39; a week. Now he has to do with methods for self-reading.
& # 39; The practices we miss are active things that resources and partners need to practice, for example, software. We have personally taught the musculoskeletal exam, which is a very important and fairly fundamental process, "Jack told The Nottingham Tab.
Jack was also unable to complete a hospital placement, where "a large portion of the students' experience feels more natural and safer in that environment with patients".
Will – Medical physiology and therapeutics
"It made it a lot harder to know what happens next year, because we didn't get the best information"
Will, a second-year medical physiology and therapeutic student, said: "Because I don't have so many lectures, we mainly rely on tutorials whose university was not great at keeping us up to date."
With an apparent lack of physical tutorials, the quality of both learning and learning is compromised, he says: & # 39; For some modules, we missed tutorials, which made it easier to include aspects of & # 39; to understand a module. They also changed one of our modules into 100 percent courses the day before we intended to hand it in, which added a lot of unnecessary stress ”.
The lack of information students are given on third-year modules adds stress, Will said.
Sally – PhD in geospatial systems
"Working at home is not always smooth"
Many students found themselves leaving the & # 39; university and returning home to isolate with their families & Sally did in & # 39; t first year of her PhD on Geospatial Systems the same.
“Working at home is not always good. I have remote access to the desktop in our office, but the connection is not great and I have a lot of data that I did because of the process that was on a hard drive, & # 39; she told The Nottingham Tab .
Sally notes that although she is probably in a better position than many postgraduates, she is not especially the one who is not. the middle stages of her research, she still felt the impact and disruption of her work. She emphasizes that working at home can be stressful, because "many of us will have the health and well-being of family and friends and the economy at the back of our minds".
Sam – Business and German
"It is definitely still possible to do well through online learning, but I personally know that I would struggle a lot"
Sam, second year Business and German, had a differing opinion on online teaching and how it mainly affected the language element of his degree.
"I found online learning quite challenging, because it wasn't very focused on one person at a time," he told The Nottingham Tab.
"Maybe last year we would come in small language seminars last year and talk to each other in German, which is not possible online, because the teacher has to talk to one person at the same time, which can be pretty boring to people."
Overall, Sam's department felt made an effort to keep the quality of online lessons high, but at the expense of potential interest and enjoyment of his degree.
Toby – Chinese and Russian (right)
"Not only do we lose the experience, we incur debt to potentially do everything online"
There is also a lack of certainty for those students whose courses have spent a year abroad. Toby, studying Chinese and Russian, had planned to spend his third year abroad, splitting time in both China and Russia.
He told The Nottingham Tab that he experienced a real lack of communication from professors about the status of his required year abroad, waiting almost two months for any real alternative to be offered. "I think the candle was on top of & # 39; why don't you go to Estonia instead of Russia? & # 39; You know, that country that doesn't speak Russian," he said.
Emily – Geography
"I'd rather go the money to organizations that work within the crisis, rather than to the university"
Emily, a third-year Geography student, was disappointed by the limited number of online hours in the last months of her degree. “As far as online learning is concerned, I have had one online presentation since March 18 and then only three review sessions on teams. Three! I find it ridiculous that I pay so much money for very little communication with teachers, ”she said.
Emily expressed her confusion over where her fees actually went, now that the university was closed pending further notice, stating that she would much rather donate the money to organizations that did not work within the crisis.
Jed – Economics and Politics
"Without the immediate face-to-face sessions, your thinking train is lost and you can easily fall behind. ”
Jed, a second-year student of economics and politics, highlighted that timing was a big problem through online lessons. "I'm not saying professors haven't tried it, but if you have an immediate question about a piece of coursework, it's much more advantageous to have a personal meeting with a professor to help you understand an idea," he told The Nottingham Tab.
"With emails, of course, there is a delay in the response of about a day or two, and then you are familiar again, you have lost your thought of thought and the structure for you to fully potential reach just isn't there. " .
When sports were stopped and the opportunity for societies to limit people with shared interests was severely limited, Jed feels that there is a whole other side of uni that is missing. "It's a waste of opportunities to add to our resumes, which will help us later in the competitive job market," he said.
"Of course we can't do it in the short term, I don't expect them to do it right away"
Some students empathize with professors and departments with their arduous task of not only applying lessons, but assessments to be online.
Maya, a second-year history, noted that if online learning were to be extended, she would feel more inclined if the structure of her course did not change. "For some reason, the History Department couldn't find a way to do online exams and instead they just gave us courses," she said.
& # 39; The problem I had was that I was not assessed on & # 39; a majority of my course, which made the rest of my knowledge superfluous. Some students prefer exams rather than coursework, so if we have to take online assessments, they need to change the structure and include more content from the course. "
Ed – Geography
While students provided a real mix in answers, from optimism to pessimism, annoyance to understanding and concern for confusion, there was one striking answer from Ed, Second Year Geography, that was the essence of & # 39; e students & # 39; conquering thoughts about online learning: & # 39; I think it's crazy. "
*Name has been changed to maintain the anonymity of the student.
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