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The rapid shift to online education prompted by the global COVID-19 pandemic had an impact on biosciences students at a UK university. This study explores their experiences throughout an academic year, focusing on the misalignment between initial perceptions and eventual realities. Through interviews with 13 third-year biosciences undergraduates, the findings reveal evolving perspectives from apprehension to acceptance. Students valued the flexibility of online learning but expressed concerns about practical skill loss and social interaction. Engagement hinged on educator proficiency with digital tools and communication. As the year progressed, self-regulation challenges emerged, affecting motivation and metacognitive awareness. The study recommends enhancing educator digital skills, implementing effective communication strategies, and integrating engagement-focused approaches for optimal remote or blended learning. The findings contribute to understanding bioscience pedagogy in contemporary higher education and underscore the need for continuous staff development and student support in evolving educational landscapes. Further research is recommended on the broader impacts of online learning on student well-being and academic performance.
Higgins et al. (Sat,) studied this question.