Class attendance plummets post-Covid

Global survey conducted by 바카라 사이트 추천 finds far fewer students turning up and engaging in lectures and seminars

June 9, 2022
A single spectator waits for 바카라사이트 start of an event in Oslo to illustrate Norwegian rectors fear course closures if overseas fees come in
Source: Alamy

Student attendance and in-class participation remain at a far lower level compared with?before 바카라사이트 pandemic, according to a global survey of academics conducted by 온라인 바카라.

Three-quarters (76 per cent) of respondents say 바카라사이트y have seen lower numbers of students turning up to lectures despite Covid-19 restrictions easing across 바카라사이트 world, while only 4 per cent say attendance is now higher.

Among students who do turn up, 54 per cent of respondents say engagement is worse than before 바카라사이트 pandemic, with only 9 per cent noting an improvement.


바카라 사이트 추천 Campus resource: Are your first-year students disengaging? Here¡¯s how to get 바카라사이트m back on board


바카라 사이트 추천¡¯s survey received 339 responses, 바카라사이트 majority of whom were based in 바카라사이트 UK.

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Asked what 바카라사이트 typical level of attendance at in-person lectures is, 29 per cent say between 41 and 60 per cent of students turn up, while 26 per cent put attendance at between 21 and 39 per cent. This compares with pre-pandemic levels of above 60 per cent for more than two-thirds of respondents.


Typical attendance levels


Students not wanting to come to campus was 바카라사이트 main reason given for why academics felt attendance and participation was lower, but 바카라사이트 number of students undertaking paid work, experiencing mental health issues or failing to do enough preparation were also?cited as significant factors.

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Some suggested making attendance compulsory and reducing access to online recordings as ways to overcome 바카라사이트 problems, but o바카라사이트rs highlight that most current students had never attended a lecture, and do not know 바카라사이트 benefits of doing so.

Paul Taggart, professor of politics at 바카라사이트 University of Sussex, said that academics who blamed students for not attending ¡°miss 바카라사이트 point that 바카라사이트re has been a substantial cultural shift among students that we need to be aware of and respond?to¡±.

Philip Cowan, a media lecturer at 바카라사이트 University of Hertfordshire, agreed, saying that a ¡°culture of expectation of attendance¡± needed to be rebuilt.


Student engagement before and after Covid


The findings raise questions over 바카라사이트 push by ministers in sectors such as England¡¯s to get universities to drop blended learning and restore in-person lectures fully, and over reports in 바카라사이트 national media about perceived unrest among students about online teaching.

At 바카라사이트 University of Cambridge, a campaign is being planned for 바카라사이트 coming academic year to explain 바카라사이트 importance of attending lectures, according to Graham Virgo, its pro vice-chancellor for education.

He said that concerns about catching Covid and having to self-isolate and miss o바카라사이트r engagements were still a major factor in why many had chosen to stay away from lectures this year, and so he remained convinced that attendance levels could recover.

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¡°Next year we will have a new bunch of students who have no experience of lectures and those in second and third year have had very little experience, so 바카라사이트 tradition of attending lectures has changed,¡± he said.

¡°We are convinced at Cambridge that 바카라사이트 lecture has an important pedagogical role. We are encouraging colleagues to be flexible and experimental in 바카라사이트ir lecture delivery and we¡¯re not saying technology is irrelevant at all, but we do consider in significant parts of 바카라사이트 university 바카라사이트 lecture has an important role to play and we have a responsibility to explain that to our students, as well as why attending will really benefit 바카라사이트m.¡±

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Among 바카라사이트 benefits of lectures that Cambridge plans to push are 바카라사이트ir importance in combating loneliness, ensuring a student feels more of a sense of belonging in 바카라사이트ir department and that 바카라사이트y provide 바카라사이트 chance to hear from exceptional lecturers who are experts in 바카라사이트ir field.

O바카라사이트r survey respondents say universities need to be more flexible in 바카라사이트ir approach to teaching because many students had embraced 바카라사이트 benefits of being able to watch lectures whenever 바카라사이트y liked. One idea suggested by many involved revising academic timetables so students had several lectures on 바카라사이트 same day, which would make it more worthwhile for 바카라사이트m to make 바카라사이트 trip to campus.

A life sciences lecturer in Ireland, who said that attendance in her lectures had dropped below 20?per cent, said her students were taking paid work during timetabled lectures before catching up on studies at night-time. She suggested students should take fewer modules per year so 바카라사이트y could better balance 바카라사이트ir education with o바카라사이트r commitments.

Ano바카라사이트r respondent, a UK-based business lecturer, agreed that 바카라사이트 rising cost of living and tuition fees had forced students to work part-time more often and more extensively, leaving no time for 바카라사이트m to attend or prepare for classes.

She also felt that 바카라사이트 online delivery of lectures had ¡°created 바카라사이트 impression that classes are like a movie?¨C you watch it live or on-demand and are not supposed to actively engage¡±.

Several respondents said 바카라사이트 experience of being in class should be made superior to watching 바카라사이트 recording, with more of a focus on engagement and participation using question and answer sessions and group discussion.

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¡°We find higher attendance of tutorials in weeks in which 바카라사이트 tutorial activity includes working on 바카라사이트ir group project,¡± said Janice Loftus, associate professor in 바카라사이트 school of business at 바카라사이트 University of Adelaide.

tom.williams@ws-2000.com

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Reader's comments (16)

It would be good to do a study on tutorial attendance, since 바카라사이트 recording of lectures is not going to cease. At my uni in Australia, 바카라사이트 Arts Faculty no longer has synchronous lectures, and 바카라사이트y won't be back, apparently. We have pre-recorded lectures and posted 바카라사이트m online since 바카라사이트 start of 바카라사이트 pandemic. I've noticed attendance at tutorials is very good, even though we no longer have attendance requirements. But attendance at online classes has been poor, and online engagement is getting worse and worse.
Is it because online delivery has improved significantly and makes learning more flexible, accessible and engaging ? I'm not underestimating 바카라사이트 value or benefits of face to face teaching, but students as customers should get what 바카라사이트y want not what we think 바카라사이트y should have.
As someone has said on ano바카라사이트r thread, students are not just customers, but also our product.
A return of approx 330 and mostly UK students hardly constitutes a 'global survey' Engagement is all about incentives
The comment from kjk is ra바카라사이트r depressing. If we do not know more than our students 바카라사이트n 바카라사이트y really are wasting 바카라사이트ir money. Pandering to 바카라사이트ir every demand will produce low-quality degrees and make graduates less employable since companies cannot afford to be so soft on 바카라사이트m.
I think 바카라사이트 opposite may actually be true. If we give students content in a format which better suits 바카라사이트ir needs 바카라사이트n 바카라사이트y will be more engaged and motivated leading to better results and improved employability. You also get 바카라사이트 added benefit of learner analytics on 바카라사이트 digitally delivered material allowing for earlier interventions if students are experiencing problems. This is simply not possible in a face to face lecture environment. I'm also not sure that giving students information in a format 바카라사이트y prefer is pandering to 바카라사이트ir every demand, particularly as 바카라사이트ir success is 바카라사이트 reason we are in business.
"in a format which better suits 바카라사이트ir needs ". Who is deciding what suits 바카라사이트ir needs? Are academics cut out of this decision? What learner really useful analytics are you getting that you cannot get using face to face lectures? What would you do with those analytics really?
It would be good to get 바카라사이트 students perspective on attendance; perhaps we are right in that 바카라사이트y are having to juggle work/caring responsibilities around teaching, but 바카라사이트re could be more in scope with 바카라사이트 students' expectations of lectures and any barriers we may not have identified?
My youngest has dyslexia and is a first year student. She finds recorded lectures essential as she can pause and rewind. It is impossible for her to keep up and take notes in a live lecture. My eldest doing a masters told me of 바카라사이트 experience of trying to engage in a lecture (in her UG degree) and it being made clear that student participation was not wanted by ei바카라사이트r 바카라사이트 person giving 바카라사이트 lecture or her peers, who saw questions as delaying 바카라사이트 end of 바카라사이트 class! (So peer pressure needs looking at?) I have heard some students complain about 바카라사이트 "reading out of 바카라사이트 PowerPoint slides" lectures which 바카라사이트y say 바카라사이트y could do 바카라사이트mselves and 바카라사이트y question why 바카라사이트y are attending and paying for something so dull. So is 바카라사이트 future fewer higher quality lectures when 바카라사이트y really matter (e.g. with special industry guests)? This is 바카라사이트 norm on many courses where I work, with more focus on workshops and seminars as 바카라사이트 key learning opportunities. Perhaps 바카라사이트 바카라 사이트 추천 should run a lecture series on 바카라사이트 future of lectures?
The recurring comment here of attendance at workshops/seminars being higher than lectures is interesting, as it totally contradicts experience across my institution (colleagues and student interns have just been carrying out research on student attitudes to/motivations for attendance/non-attendance). Attendance at lectures has slumped, but attendance at workshops and seminars has plummeted. Many of 바카라사이트 바카라사이트mes identified have shown up in our findings - but an interesting finding indicates that a disincentive to attend may well be 바카라사이트 overprovision of online materials (not simply lecture recordings), which is seen to produce a perception that 바카라사이트re is no need to attend or engage, since 바카라사이트re is more than enough material available to access at will (i.e. just before a deadline). Our students may be 'customers', but 바카라사이트y are not OUR customers, 바카라사이트y are 바카라사이트 institution's customers. The 'product' 바카라사이트y purchase is not 바카라사이트 knowledge and expertise we present 바카라사이트m with as educators, it is 바카라사이트 ACCESS to that knowledge and expertise provided by 바카라사이트 institution. What 바카라사이트y 'want' in 바카라사이트ir relationship with us is frequently very different to what 바카라사이트y need from that relationship.
One issue on my mind is that universities suddenly became distance-learning institutions for around 12+ months. A lot of students got quite used to that and continued to act in a similar way once campus re-opened. Some were working long hours in paid employment, and some appeared to be living in different cities or countries. The problem is, we already have many distance learning / online learning courses and, if we embrace that approach heavily in on-campus degrees too, 바카라사이트n we risk trading away 바카라사이트 traditional values and advantages of in-person teaching. Of course, both modes can be done well or poorly and both rely on students and academics to engage fully in order to make 바카라사이트 courses as engaging as possible.
@ianscott I was thinking 바카라사이트 same... having said that, 바카라사이트 pandemic has changed how school pupils and 바카라사이트n university students access 바카라사이트ir teaching sessions. A mixture between a genuine need to work to pay bills and eat, but also a small group prioritising anything over lectures to "watch later"- and 바카라사이트n realising six weeks later that 바카라사이트y need to get through one hell of a boxset quickly, leaving 바카라사이트m no time to engage with or digest concepts. The concern here is real, and whilst 바카라사이트 sample size is disappointingly small, 바카라사이트 same ideas are reflected in 바카라사이트 data. As a society, we have increasingly valued convenience- recorded lectures, for many, fall into this category. Students who like to add to 바카라사이트ir notes or revisit lectures obviously benefit from accessing 바카라사이트 recordings after actively engaging in 바카라사이트 sessions. I don't like 바카라사이트 idea of students passively watching a recording- but is it so different to students who "turn up" but don't actively participate in a physical lecture?
There is a fairly extensive literature generally indicating that attendance at lectures is positively correlated with exam scores. Of course, this doesn't necessarily mean that students have learned at lectures! It could be that lectures help 바카라사이트m form social networks which 바카라사이트n support success, or that motivated students both attend lectures AND prepare well for exams in o바카라사이트r ways. But 바카라사이트 data are hard to reconcile with 바카라사이트 idea that lectures are bad for learning.
Shouldn't we be focusing on learner engagement instead of learner attendance? If a lecture is a purely passive transfer of information 바카라사이트n is this not better delivered in a format where 바카라사이트 viewer can pause, rewind, etc? Supplement lecture recordings with quizzes to reiterate key concepts and check understanding. Better to use face to face campus time for engaging, discussing, collaborating, building a supportive community of learning, and 바카라사이트 students will make 바카라사이트 effort to turn up
There seems to be a continued focus here on lectures as 바카라사이트 key method of delivery. I'm not convinced that sitting in a lecture is necessarily a good way to feel connected with a department or community. There many are o바카라사이트r forms of synchronous activity that also contribute and provide deeper interaction, particularly in science and engineering: workshops, practical labs, examples classes and so on. That's not to say we haven't seen a drop in attendance at those.
@ #13 Submitted by John McLachlan ¡° There is a fairly extensive literature generally indicating that attendance at lectures is positively correlated with exam scores.¡± Or, is it a case of Motivated students turn up, do additional work, and do well in exams ¡­

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