Covid 19 literature

 

Association for Learning Technology (2021) Learning Technology in the age of COVID-19 -Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT

This survey reports the findings of how perceptions of techonology have changed during the pandemic. Available here



Association for Learning Technology (2021) What does it mean to be a Learning Technologist? Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT

This report looks at who is a learning technologist. Available here


Association for Learning Technology (2021) Trends in Learning Technology-Key findings from the 2020 Annual Survey, Open Covid Pledge for Education: ALT

This report looks at rends in professional practice, use of tools and prtedictions in 2021. Available here

 

Bolton, P. and Hubble, S. (2021) Coronavirus: Financial impact on higher education BRIEFING PAPER Number 8954, 8 February 2021, London: House of Commons Library

The briefing paper looks at the possible impacts of coronavirus on higher education finances. Available here

 

Burns, D., Dagnall, N. and Holt, M. (2020) Assessing the Impact of the COVID-19 Pandemic on Student Wellbeing at Universities in the United Kingdom: A Conceptual Analysis. Front. Educ. 5:582882. doi: 10.3389/feduc.2020.582882

This paper performs a conceptual analysis on student wellbeing in United Kingdom universities with a specific lens on the psychosocial impact of the global COVID-19 outbreak. Available here

 

Blackbullion (2021) Money and mental health: how financial wellbeing impacts students, Online: Blackbullion

This report explores the findings from a 2021 survey, conducted by Censuswide on behalf of Blackbullion, and completed by 1,000 university students across the UK. Available here


Child Poverty Action Group (2020) The cost of learning in lockdown-family experiences of school closure, London: CPAG

This survey to gathered the views of families in England, Scotland and Wales in order to understand their experiences of learning during lockdown. 3,600 parents and carers and 1,300 children and young people took part after lockdown. Available here

 

Clayton, C., Clayton,R. and Potter, M. (2021) British families in lockdown-initial findings, Leeds Trinity University:Leeds

‘British Families in Lockdown’ is a qualitative study led by Leeds Trinity University which has investigated the  day-to day experiences of British families during the first  seven weeks of lockdown. Sixty parents from a diverse set  of socio-economic backgrounds, geographies, religions and cultures participated in semi-structured interviews and they shared their detailed, personal stories and experiences of employment, children’s schooling, health,  well-being, family life, leisure time and technology use during the first phase of lockdown. Available here

 

Department of Education (2021) Government response to Dame Shirley Pearce’s Independent Review of the Teaching Excellence and Student Outcomes Framework (TEF), London: Department of Education

This report is the Government’s response to the Independent Review, and their vision for the future of the TEF. Available here


Department of Education (2021) Interim Conclusion of the Review of Post18 Education and Funding, London: Department of Education

This paper sets out an interim conclusion of the review, which responds to some of the key recommendations of the report of the independent panel led by Dr Philip Augar. A full conclusion of the review will sit alongside the next Comprehensive Spending Review. Available here

 

Disabled Students’ Commission (2021) Annual Report 2020-2021: Enhancing the disabled student experience, York: AdvanceHE

The report contains work undertaken to-date including issues relating to Covid19 for disabled students. Available here



The Edge Foundation (2020) The Impact of Covid-19 on Education -A summary of evidence on the early impacts of lockdown, London:Edge Foundation

This report looks at the impact and challenges of Covid19 on education and employment. Available here

 

Emerge and JISC (2021) Student and staff wellbeing, London: Emerge and JISC

This report looks at the need for a fundamental realignment of the way mental health and wellbeing are seen and approached. It examines how innovation and technology, brought to the fore in the era of the lockdown, can bring that realignment into being. Available here

 

Hewitt, R. (2020) Students’ views on the impact of Coronavirus on their higher education experience in 2020/21 HEPI Policy Note 27 December 2020, HEPI:Oxford

This policy note contains student views on their experience through the COVID-19 pandemic. The survey of over 1,000 full-time undergraduate students was undertaken between 20 and 24 November 2020. Available here

 

JISC (2021) Student digital experience insights survey 2020/21-Findings from UK higher education (pulse 1: October-December 2020), Bristol: Jisc data analytics.

Between October and December 2020, 21,697 students engaged in UK higher education (HE) took part in our student digital experience insights survey, the first in a series of snapshots of the ongoing survey data designed to support universities and HE organisations to respond promptly to the changing situation caused by the world wide COVID–19 pandemic. In total 15 UK universities and FE colleges took part, 11 of these were based in England, 1 in Wales, 1 in Scotland and 2 in Northern Ireland. Available here



JISC (2021) Student digital experience insights survey 2020/21-Findings from UK further education (pulse 1: October-December 2020), Bristol: Jisc data analytics.

Between October and December 2020, 5,372 learners from UK further education (FE) took part in our learner digital experience insights survey, the first in a series of snapshots of the ongoing survey data designed to support further education and sixth form colleges to respond promptly to the changing situation caused by the worldwide COVID–19 pandemic. In total 10 UK FE organisations took part; all of these were based in England.  Available here

 

Montacute, R. and Cullinan, C. (2021) Learning in Lockdown, London: The Sutton Trust

This research brief looks at the challenges and issues facing primary and secondary school children and their families. Available here

 

Morgan, M. (2020) Proposal for a staggered return to HE for new and returning students in the UK, Brighton: Morgan

An alternative plan to maximise recruitment, progression, retention and the success of students including the mapping of the academic year.

Proposal: Available here  

 

Morgan, M. (2020) Financial concerns and working intentions of incoming Level 4 students-The potential implications for applicants and students in 2020/21 due to Covid19, Brighton: Morgan

This report investigates the financial concerns and working intentions of Level 4 students entering higher education and the implications of Covid19 in 2020/21. It examines existing research and publishes the student expectation finance findings on entry from the Pre-arrival Academic Questionnaire undertaken across a Post 1992 university in 2019/20. This report considers what is known and unknown about applicant and student thinking, and the decisions they could make in 2020/21 and beyond.  It suggests actions for consideration by institutions on how to address the financial pressures that applicants and students are likely to face. Available here

 

National Education Opportunities Network and Pearson (2020) Guiding Principles to Inform the Successful Progression of BTEC Students into Higher Education -Supporting BTEC Students Working Group, London: NEON and Pearson

This report outlines the importance of the BTEC qualification in widening participation into higher education. Available here



Office for Students (2020) Differences in student outcomes – further characteristics, London: OFS

This report looks at the impacts of care experience, free school meal eligibility, parental higher education, sexual orientation,socioeconomic background, estrangement and household residual income on outcomes in higher education. Available here



Office for National Statistics (2021) Coronavirus and the impact on students in higher education in England: September to December 2020, London:ONS

A summary of research into how the coronavirus (COVID-19) pandemic has affected students in higher education in England during the autumn term of 2020.  Available here

 

Pearson and Wonkhe (2021) Students’ experiences of study during Covid-19 and hopes for future learning and teaching February 2021, London: Pearson and Wonkhe

This research builds on the Wonkhe/Pearson Expectation Gap survey of students’ learning experience conducted in June-July 2020. It took place in November/December 2020 with 3,339 respondents. Available here

 

Quality Assurance Agency (2021) Advice for Higher Education Providers on the 2021 National Lockdown - Safety Net Policies, Gloucester:QAA

This advice sheet provides information on safety nets in HE. Available here



Scott, P. (2020) The Impact of COVID-19 on Fair Access to Higher Education, Edinburgh: The Scottish Government

This interim report from the Commissioner for Fair Access on the impact of the COVID-19 pandemic on fair access to higher education considers both the direct impact of the public  health measures that have had to be taken and indirect impact of actions taken by colleges and universities to mitigate the worst effects of these measures. Available here



The Student Hut (2020) The New normal- A report on how students feel about Covid19 Series 2, Report 3.

This is the second installment of the Covid-19 student tracker. This research was run 24th - 26th July. Available here



Trendence (2021) Don't drop out- averting a covid19 retention crisis, London: Trendence and Wonkhe

This reaserch looks at who was considering dropping out at the start of the academic year in October 2021. Available here

 

Tuckett, S., Robinson, D. and  Bunting, F. (2021) Measuring the disadvantge gap in 16-19 education, London: Education Policy Institute and Nuffield Foundation

Disadvantaged school-age children tend to have worse attainment than their peers. This is well understood, and schools are funded to provide extra support for these pupils. Much less is known about the attainment of disadvantaged students during the final phase of compulsory education and how this compares to their peers. This new exploratory research uses students’ free school meal status during their last six years of school as an indicator of disadvantage, and a 16-19 attainment measure based on the qualifications and grades they achieved between the age of 16 and 19, to fill this critical evidence gap. Available here



Womens Equalities Committe, House of Commons (2021) Unequal impact? Coronavirus and the gendered economic impact Fifth Report of Session 2019–21, London: House of Commons

At the end of March 2020, the Committee launched their inquiry “Unequal Impact: Coronavirus (covid-19) and the impact on people with protected characteristics”. This report including minutes of the committee meeting looked at understanding how the economic impact of coronavirus has impacted men and women differently. Available here