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The COVID-19 escalation of cases in Australia in March 2020 instigated a swift and comprehensive conversion of classroom instruction to online learning for all students and staff at Christian Heritage College (CHC), a private Higher Education Institution (HEI) in Brisbane. Technology integration exploded on “all fronts,” including online lectures, tutorials, student meetings, staff meetings, counseling services, devotions, and prayer meetings. This research examined the impact of the COVID-19 pandemic on the students of CHC and their reported sense of support in the areas of their faith, well-being, and academic progress. The study followed an exploratory research design that involved a mixed-methods approach and principles of “Appreciative Inquiry” (AI) during the process of data analysis. Data collection comprised an online survey (n = 124) and a qualitative interview subsample (n = 8) with the goal of painting a comprehensive picture of student experiences during the 2020 period of massive upheaval on campuses. The findings highlighted the importance of human connection in an online-dominated learning environment. Students rated meaningful communication with their peers and the CHC community members as being among the most critical factors for their sense of well-being. COVID-19 has provided HEIs with an opportunity to (re)examine their academic practices, student well-being support processes, and Christian faith imperatives to enable student flourishing into the future. By analyzing student learning experiences during the COVID-19 year retrospectively, this research adds to the understanding of institutional preparedness prospectively. Experiences and lessons conveyed in this article are useful for HEI policy and practice, thus serving the cause of Christian education in Australia and beyond.
Ayling et al. (Wed,) studied this question.