References
- Babatunde Adedoyin, A., & Soykan, E. (2020). Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments, 31(2), 863–875. https://doi.org/10.1080/10494820.2020.1813180
- Bangert, K., Bates, J., Beck, S. B. M., Bishop, Z. K., Benedetti, M. D., Fullwood, J., Funnell, A. C., Garrad, A., Hayes, S. A., Howard, T., Johnson, C., Jones, M. R., Lazari, P., Mukherjee, J., Omar, C., Taylor, B. P., Thorley, R. M. S., Williams, G. L., & Woolley, R. (2022). Remote practicals in the time of coronavirus, a multidisciplinary approach. International Journal of Mechanical Engineering Education, 50(2), 219–239. https://doi.org/10.1177/0306419020958100
- Cann, A. J. (2016). Increasing student engagement with practical classes through online pre-lab quizzes. Journal of Biological Education, 50(1), 101–112. https://doi.org/10.1080/00219266.2014.986182
- Clayton, J., Crozier, G. G., & Reay, D. (2009). Home and away: Risk, familiarity and the multiple geographies of the higher education experience. International Studies in Sociology of Education, 19(3–4), 157–174. https://doi.org/10.1080/09620210903424469
- Cohen, J. (1988). Statistical power and analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
- Crockford, J., Hordosy, R., & Simms, K. S. (2015). I really needed a job, like, for money and stuff’: Student finance, part-time work and the student experience at a northern red-brick university. Widening Participation and Lifelong Learning, 17(3), 89–109. https://doi.org/10.5456/WPLL.17.3.89
- Cullinan, J., Flannery, D., Harold, J., Lyons, S., & Palcic, D. (2021). The disconnected: COVID-19 and disparities in access to quality broadband for higher education students. International Journal of Educational Technology in Higher Education, 8(26). https://doi.org/10.1186/s41239-021-00262-1
- Darby, F. (2021). How to engage students when some are in the room and some are on zoom. Times Higher Education. https://www.timeshighereducation.com/campus/how-engage-students-when-some-are-room-and-some-are-zoom
- Donnelly, M., & Gamsum, S. (2018). Home and away: Social, ethnic and spatial inequalities instudent mobility. The Sutton Trust. https://www.suttontrust.com/wp-content/uploads/2019/12/Home_and_away_FINAL.pdf
- Essen-Fishman, L. (2023). The impact of the COVID-19 pandemic on 2021/22 student data. HESA. https://www.hesa.ac.uk/insight/19-01-2023/impact-covid-19-2022-student-data
- Frampton, N., & Smithies, D. (2022). University mental health: Life in a pandemic. listening to higher education communities throughout 2020/2021. Student Minds. https://www.studentminds.org.uk/lifeinapandemic.html#:~:text=74%25%20of%20students%20reported%20that,or%20lonely%20since%20March%202020’
- Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. PNAS, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
- French, S., & Kennedy, G. (2017). Reassessing the value of university lectures. Teaching in Higher Education, 22(6), 639–654. https://doi.org/10.1080/13562517.2016.1273213
- GOV UK. (2021). Prime minister confirms move to plan B in England. https://www.gov.uk/government/news/prime-minister-confirms-move-to-plan-b-in-england
- Guppy, N., Verpoorten, D., Bound, D., Lin, L., Tai, J., & Bartolic, S. (2022). The post-COVID-19 future of digital learning in higher education: Views from educators, students, and other professionals in six countries. British Journal of Educational Technology, 53(6), 1750–1765. https://doi.org/10.1111/bjet.13212
- Harrison, N., & McCaig, C. (2015). An ecological fallacy in higher education policy: The use, overuse and misuse of ‘low participation neighbourhoods’. Journal of Further and Higher Education, 39(6), 793–817. https://doi.org/10.1080/0309877X.2013.858681
- HESA. (2023a). Where do HE students study? Higher Education statistics agency. Hi. https://www.hesa.ac.uk/data-and-analysis/students/where-study#accommodation
- HESA. (2023b). Who’s studying in HE? Higher Education statistics agency. https://www.hesa.ac.uk/data-and-analysis/students/whos-in-he#characteristics
- Hill, J., & Smith, K. (2023). Visions of blended learning: Identifying the challenges and opportunities in shaping institutional approaches to blended learning in higher education. Technology, Pedagogy & Education, 32(3), 289–303. https://doi.org/10.1080/1475939X.2023.2176916
- Hodges, C., Moore, S., Bockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educase Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning.
- House of Commons Petitions Committee. (2020). The impact of covid-19 on university students second report of session 2020. https://committees.parliament.uk/publications/1851/documents/18140/default/
- JISC. (2020a). Learning and teaching reimagined: A new dawn for higher education? https://www.jisc.ac.uk/reports/learning-and-teaching-reimagined-a-new-dawn-for-higher-education
- JISC. (2020b) Learning and teaching reimagined: synthesis of audience surveys. learning-and-teaching-reimagined-synthesis-of-audience-surveys.pdf (jisc.ac.uk)
- JISC. (2022). Enhancing student engagement using technological solutions. https://beta.jisc.ac.uk/reports/enhancing-student-engagement-using-technological-solutions
- Jones, A., & Lau, A. M. S. (2010). Blending learning: Widening participation in higher education. Innovations in Education and Teaching International, 47(4), 405–416. https://doi.org/10.1080/14703297.2010.518424
- Keane, E. (2012). Differential prioritising: Orientations to higher education and widening participation. International Journal of Educational Research, 53(1), 150–159. https://doi.org/10.1016/j.ijer.2012.03.005
- Krause, K., & Coates, H. (2008). Students’ engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 495–505. https://doi.org/10.1080/02602930701698892
- Leadbeater, W., Shuttleworth, T., Couperthwaite, J., & Nightingale, K. P. (2013). Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students. Computers & Education, 61(1), 185–192. https://doi.org/10.1016/j.compedu.2012.09.011
- Lee, J. (2022). Hyflex learning, why, why and how. THE Campus. https://www.timeshighereducation.com/campus/hyflex-learning-what-why-and-how
- Lee, K., Fanguy, M., Bligh, B., & Lu, X. S. (2022). Adoption of online teaching during the COVID-19 pandemic: A systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460–483. https://doi.org/10.1080/00131911.2021.1978401
- MacKay, J. R. D., Nordmann, E., Murray, L., Browitt, A., Anderson, M., & Hutchison, J. (2021). The cost of asking: ‘say that again?’: A social capital theory view into how lecture recording supports widening participation. Frontiers in Education, 6(734755). https://doi.org/10.3389/feduc.2021.734755
- Maguire, D., & Morris, D. (2018). Homeward bound: Defining, understanding and aiding ‘commuter students’ (Vol. 114). Higher Education Policy Institute Report. https://www.hepi.ac.uk/wp-content/uploads/2018/12/HEPI-Homeward-Bound-Defining-understanding-and-aiding-%E2%80%98commuterstudents%E2%80%99-Report-11429_11_18Web.pdf.
- Molyneux, D., & Yetton, L. (2021). Exploring Widening Participation Student Perceptions of the Barriers Faced in Considering, Sourcing, and Applying for an Undergraduate Placement Year. HECSU Funded Research Report, University of Warwick. Retrieved June 16, 2023, from https://graduatemarkettrends.cdn.prismic.io/graduatemarkettrends/0fbf90cf-3b49-4cf1-ad0e-fb891b291f3b_hecsu-research-exploring-widening-participation-student-perceptions-of-the-barriers-faced+%281%29.pdf
- Montacute, R., & Holt-White, E. (2021). Covid-19 and the university experience. Sutton Trust research brief. https://www.suttontrust.com/wp-content/uploads/2021/02/Covid-19-and-the-University-Experience.pdf6thJune2023
- Neaves, J., & Hewitt, R. (2021). Student Academic Experience Survey 2021. https://www.hepi.ac.uk/2021/06/24/the-student-academic-experience-survey-2021/
- Nordmann, E., Calder, C., Bishop, P., Irwin, A., & Comber, D. (2019). Turn up, tune in, don’t drop out: The relationship between lecture attendance, use of lecture recordings, and achievement at different levels of study. Higher Education, 77(6), 1065–1084. https://doi.org/10.1007/s10734-018-0320-8
- Nordmann, E., Clark, A., Spaeth, E., & MacKay, J. R. D. (2022). Lights, camera, active! appreciation of active learning predicts positive attitudes towards lecture capture. Higher Education, 83(3), 481–502. https://doi.org/10.1007/s10734-020-00674-4
- NUS. (2020). Cornavirus and students survey. NUS Insights. https://www.nusconnect.org.uk/resources/covid-19-and-students-survey-report
- OfS. (2023). Insight Brief 17: Studying During Rises in the Cost of Living. https://www.officeforstudents.org.uk/media/6981/insight-brief-17-studying-during-rises-in-the-cost-of-living.pdf
- Oliveira, G., Grenha Teixeira, J., Torres, A., & Morais, C. (2021). An exploratory study on the emergency remote education experience of higher education students and teachers during the COVID‐19 pandemic. British Journal of Educational Technology, 52(4), 1357–1376. https://doi.org/10.1111/bjet.13112
- ONS. (2020). Census 2021 paper questions. Retrieved June 16, 2023, from https://www.ons.gov.uk/census/censustransformationprogramme/questiondevelopment/census2021paperquestionnaires
- ONS. (2021). Business and individual attitudes towards the future of homeworking, UK: April to May 2021. https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/articles/businessandindividualattitudestowardsthefutureofhomeworkinguk/apriltomay2021
- Park, K., Park, N., Heo, W., & Gustafson, K. (2019). What prompts college students to participate in online surveys? International Education Studies, 12(1), 69–79. https://doi.org/10.5539/ies.v12n1p69
- Paudel, P. (2021). Online education: Benefits, challenges and strategies during and after COVID-19 in higher education. International Journal on Studies in Education, 3(2), 70–85. https://doi.org/10.46328/ijonse.32
- QAA. (2020) . Building a taxonomy for digital learning. The Quality Assurance Agency.
- Rayment, S. J., Evans, J., Moss, K., Coffey, M., Kirk, S. H., & Sivasubramaniam, S. D. (2022). Using lessons from a comparative study of chemistry & bioscience pre-lab activities to design effective pre-lab interventions: A case study. Journal of Biological Education, 57(5), 1092–111. https://doi.org/10.1080/00219266.2021.2011771
- Read, D. (2021). No Full-Time Return to the Office for Over a Million. Retrieved June 16, 2023, from https://www.bbc.co.uk/news/business-56972207
- Riley, K., & Solic, K. (2017). “Change happens beyond the comfort zone”: Bringing undergraduate teacher candidates into activist teacher communities. Journal of Teacher Education, 68(2), 179–192. https://doi.org/10.1177/0022487116687738
- Rixon, T., Brumpton, A., & O’Neill, C. (2021). Reimagining production pedagogy inresponse to COVID-19: A new pedagogical model for creating virtual online performance. Critical Stages/Scènes critiques The IATC journal/Revue de l’AICT, June/Juin 2021 (23). https://www.critical-stages.org/23/reimagining-production-pedagogy-in-response-to-covid-19-a-new-pedagogical-model-for-creating-virtual-online-performance/
- Stalmirska, A. M., & Mellon, V. (2022). “It feels like a job …” understanding commuter students: Motivations, engagement, and learning experiences. Journal of Hospitality, Leisure, Sport & Tourism Education, 30, 100368. https://doi.org/10.1016/j.jhlste.2021.100368
- Stentiford, L., & Koutsouris, G. (2021). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11), 2245–2261. https://doi.org/10.1080/03075079.2020.1716322
- Symonds, E. (2021). Reframing power relationships between undergraduates and academics in the current university climate. British Journal of Sociology of Education, 42(1), 127–142. https://doi.org/10.1080/01425692.2020.1861929
- Thomas, L., & Jones, R. (2017). Student engagement in the context of commuter students. TSEP.
- Tilak, J. B. G., & Kumar, A. G. (2022). Policy changes in global higher education: What lessons do we learn from the COVID-19 Pandemic?. Higher Education Policy, 35(3), 610–628. https://doi.org/10.1057/s41307-022-00266-0
- Twogood, R., Hares, E., Wyatt, M., & Cuff, A. (2020). Rapid implementation and improvement of a virtual student placement model in response to the COVID-19 pandemic. BMJ Open Quality, 9(4), e001107. https://doi.org/10.1136/bmjoq-2020-001107
- UN. (2020). Policy brief: Education during COVID-19 and beyond. https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf
- UUK. (2022). Lessons from the Pandemic: Making the Most of Technologies in Teaching. https://www.universitiesuk.ac.uk/what-we-do/policy-and-research/publications/lessons-pandemic-making-most#:~:text=Universities%20have%20been%20able%20to,couldn’t%20be%20relied%20on.
- Watermeyer, R., Crick, T., Knight, C., & Goodall, J. (2021). COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education, 81(3), 623–641. https://doi.org/10.1007/s10734-020-00561-y
- Webb, O. J., & Turner, R. (2020). The association between residential arrangements and academic performance in UK university students. Journal of Further and Higher Education, 44(10), 1320–1344. https://doi.org/10.1080/0309877X.2019.1684461
- Yang, B., & Huang, C. (2021). Turn crisis into opportunity in response to COVID-19: Experience from a Chinese university and future prospects. Studies in Higher Education, 46(1), 121–132. https://doi.org/10.1080/03075079.2020.1859687
- Younis, H., & Elbanna, S. (2022). Teaching in times of crisis: The impact of the COVID-19 pandemic on higher education. Innovations in Education and Teaching International, 60(4), 451–462. https://doi.org/10.1080/14703297.2022.2060850