Losses and gains: An investigation of Graphic Design students’ perspectives on remote learning throughout Covid-19

Abstract

In March 2020, the rapid spread of Covid-19 forced educational facilities to predominantly move to remote delivery. Unfortunately, there is little evidence that visualises the struggles of teaching and learning Graphic Design from a digital perspective. This study aimed to investigate the benefits and limitations of remote operation at a Further Education (FE) College throughout the pandemic, considering the subject’s reliance on a practical classroom setting.

The mixed method case study collected qualitative and quantitative data from 35 learners that were encouraged to disclose their lived experiences through an anonymous online questionnaire and focus group. Participants were given the opportunity to uncover their mental and physical emotions and experiences of the remote learning environment in comparison to that in a classroom.

Thematic analysis revealed that online delivery severely devalued, demotivated and isolated students who were able to disclose their desire for personal interaction and physical instruction. This study has discovered that students now require more resources, time and support in order to thrive in the classroom environment as face-to-face learning resumes. Findings have highlighted that recorded delivery and digital resources proved to be advantageous and enrich student learning in innovative ways. Further research could explore what strategies and implementations are required after the months of Covid-19, to enhance students’ subject knowledge, advance their understanding and progress underdeveloped skills.


Keywords

Covid-19 Pandemic, Educational Impacts, Remote Learning, Practical Subject, Graphic Design

How to Cite

Thrumble, L. A., (2023) “Losses and gains: An investigation of Graphic Design students’ perspectives on remote learning throughout Covid-19”, Fields: journal of Huddersfield student research 9(1). doi: https://doi.org/10.5920/fields.1286

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Authors

Lauren Ann Thrumble (University of Huddersfield)

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This article has been peer reviewed.

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