How to thrive when studying online

Cox, Will; Alexander, Anoushka; West, Harry; Abzhaparova, Aida; Hill, Jennifer

Abstract

The Covid-19 pandemic led to significant changes in higher education institutions, with a rapid pivot from on-campus to online teaching and learning. The move to predominantly online teaching resulted in a very different learning experience for many campus-based students, offering new opportunities and challenges. This Directions article is co-written by a student-staff partnership team and shares advice on how to thrive when studying online. The approaches developed to support online and blended learning during the pandemic are likely to be long-lasting, and so the top tips identified in this article have relevance to and beyond possible future disruptions to the higher education learning experience. We discuss four elements to support a successful and meaningful online learning experience: 1) Carefully managing time and balancing different tasks; 2) Staying motivated and rewarding yourself on completion of tasks; 3) Engaging and participating with online learning materials and classes, related to the effective use of online tools to study and stay in touch with peers and staff; 4) Engaging in professional development opportunities and seeking help and support when needed. Following the advice in this article will enable you to approach your studies with confidence, leading to a positive and meaningful learning experience.

Citation

Cox, W., Alexander, A., West, H., Abzhaparova, A., & Hill, J. (2023). How to thrive when studying online. Journal of Geography in Higher Education, 47(3), 502-511. https://doi.org/10.1080/03098265.2022.2087214

• Journal Article Type: Article
• Acceptance Date: Mar 27, 2022
• Online Publication Date: Jun 8, 2022
• Publication Date: Jun 1, 2023
• Deposit Date: Mar 28, 2022
• Publicly Available Date: Jun 9, 2023
• Journal: Journal of Geography in Higher Education
• Print ISSN: 0309-8265
• Electronic ISSN: 1466-1845
• Publisher: Taylor & Francis (Routledge)
• Peer Reviewed: Peer Reviewed
• Volume: 47
• Issue: 3
• Pages: 502-511
• DOI: https://doi.org/10.1080/03098265.2022.2087214
• Public URL: https://uwe-repository.worktribe.com/output/9258083