Experiences and challenges of students during the 2020 ...

Experiences and challenges of students during the 2020 campus lockdown

Results from student surveys at the University of Copenhagen

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Experiences and challenges of students during the 2020 campus lockdown

Results from student surveys at the University of Copenhagen

Lasse X Jensen, Oscar Milsted Karstad, Anne-Marie Mosbech, Marie Caroline Vermund, Flemming

Konradsen

Department of Public Health, University of Copenhagen (ifsv.ku.dk)

Centre for Online and Blended Learning, University of Copenhagen (cobl.ku.dk)

Corresponding author: Lasse X Jensen, [email protected]

Published 31 August 2020

Recommended APA6 citation:

Jensen, L. X., Karstad, O. M., Mosbech, A., Vermund, M. C., & Konradsen, F. (2020). Experiences and

challenges of students during the 2020 campus lockdown. Results from student surveys at the University

of Copenhagen (pp. 1-73, Rep.). Copenhagen: University of Copenhagen.

Newest version of this report can be downloaded from https://cobl.ku.dk/2020lockdown

The research reported here was supported by Independent Research Fund Denmark (0216-00069B)

Front page image: Word Cloud generated from questionnaires

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0

International License.

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Table of Contents Summary ....................................................................................................................................................... 3

About the survey ........................................................................................................................................... 5

Contact ...................................................................................................................................................... 5

Findings ......................................................................................................................................................... 6

Few challenges related to technology use ................................................................................................ 6

Motivation was a dominant challenge...................................................................................................... 6

Increased anxiety, loneliness and stress ................................................................................................... 6

Missing the social aspects of studying on campus ................................................................................... 7

Passive one-way lecturing dominated the semester ................................................................................ 7

Advantages and disadvantages of live-streamed classes ......................................................................... 8

Online group work may be here to stay ................................................................................................... 9

General satisfaction with online oral exams ............................................................................................. 9

From early enthusiasm to online fatigue ................................................................................................ 10

Implications ................................................................................................................................................. 11

The dataset ................................................................................................................................................. 12

Methods .................................................................................................................................................. 12

Limitations, validity and representativeness .......................................................................................... 12

Graphs and summaries in this report ..................................................................................................... 13

Data: Practical challenges ........................................................................................................................... 14

Data: The Learning Environment ................................................................................................................ 20

Data: Motivation ......................................................................................................................................... 27

Data: The social aspect ............................................................................................................................... 30

Data: Psychosocial challenges ..................................................................................................................... 33

Data: Lecture videos ................................................................................................................................... 38

Data: Live streamed classes ........................................................................................................................ 44

Data: Online group work ............................................................................................................................. 52

Data: Online oral exams .............................................................................................................................. 58

Data: General Preferences .......................................................................................................................... 63

Appendix: April questionnaire .................................................................................................................... 69

Appendix: June questionnaire .................................................................................................................... 71

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Summary This report is an initial analysis of survey data collected at the University of Copenhagen in April and

June 2020. The purpose of the survey was to learn more about the experiences and challenges of

university students during the 2020 campus lockdown. Participating in the surveys were students at the

Faculty of Health and Medical Science (April: N=1298, RR=17%; June: N=1360, RR=17%), The Faculty of

Humanities (N=408, RR=5%), the Faculty of Theology (N=52, RR=9%), and the Biology study programmes

(N=90, RR=9%). The low response rates are a significant limitation to the interpretation of the data, and

although we believe that our sample is in many ways representative, our analysis is centred on

identifying broader themes that sit well with present knowledge rather than over-interpreting minor

variations in specific distributions.

Summary of findings Few challenges related to technology use. The majority of respondents rarely/never had problems

finding a good Internet connection or using the required technology. However, around 1 in 6

respondents indicated that technical problems in the instructor’s end happened often/always.

Many respondents struggled with motivation. Almost two thirds replied that they often/always had

problems motivating themselves to study, with some local figures above 80%. And almost 70% felt less

or much less motivated than before the lockdown. This is correlated with the respondents’ preference

for learning online or on campus, with the most motivated respondents preferring online and the least

motivated preferring campus.

Increased anxiety, loneliness and stress. The majority of respondents reported that they, during

lockdown, were more stressed, nervous, lonely and less hopeful about the future. We also see a clear

correlation between prevalence of psychosocial issues and preference for campus based studies.

Respondents missed the social and informal aspects of studying on campus. Nine out of 10

respondents said that they miss having informal conversations with their fellow students, and 6 out of

10 miss informal conversations with their instructors. Some variation between faculties.

Passive one-way lecturing dominated the semester. Respondents reported that the active learning

experiences were missing, and although many great and interactive learning experienced were reported

in the open ended data, key indicators for student activating teaching did not improve between April

and June.

Advantages and disadvantages of live-streamed classes. Almost all respondents had taken part in live-

streamed classes. Generally satisfaction with the format, with the ability to ask questions and the

subsequent sharing of a recording both having a positive influence on perceptions of live-streamed

classes. Majority of respondents still prefer classes on campus, but many also argue that live-streaming

and recording of less interactive lectures would be useful even after campus reopens.

Online group work may continue for some. Although respondents overwhelmingly report that they

prefer face to face over online group work, there was still many respondents that reported that online

collaboration and group work was one of the things that they were hoping to keep when campus

reopens.

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Satisfaction with the online oral exams. Although a majority of respondents responded that they would

have preferred to do the oral exam face-to-face, their opinions of their online oral exams are generally

positive in regards to overall experience, dialogue with examiners, technology use, and fairness of the

grade. Some challenges related to visualizing ideas and group exams were identified. No clear picture if

the format makes the students more or less nervous than normal oral exams.

Summary of implications Spend time understanding the consequences of the lockdown. Familiarity with the numerous

evaluations of the spring lockdown can help instructors and admin staff prepare for possible short notice

local campus closures and limited campus usage.

Plan courses that promote active learning. Invest energy and resources in the planning of courses

where the activating elements are developed according to the challenges and affordances of the

available technologies.

Invest in capacity building of digital teaching skills. Great online teaching requires experience and it is

not the always same set of skills that are used when teaching a great campus course.

Identify good online instructors and learn from them. There are already many instructors at the

University of Copenhagen who are experienced and very successful online educators.

Build best practice for online oral exams. Evaluate the experiences with online oral exams. There are

many early insights and local success stories from across the University that should be identified,

organised, and disseminated

Keep in touch with students. Design courses with feedback loops that can inform you how things are

going and monitor their engagement with coursework. Collect data to avoid that widespread

psychosocial, technical, or practical issues go unnoticed.

Prioritize keeping spaces for reading/studying and group work open for students. In case of partial or

local campus lockdowns, prioritize to keep open spaces where students can safely go and study alone or

in small groups.

Consider how regulations and pedagogy influence motivation. Remember that lockdowns and ill

prepared online teaching can be detrimental to the motivation of normally highly motivated students

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About the survey The report presents the University of Copenhagen part of a data collection project covering several

institutions of higher education. The aim of this project is to collect data related to the experiences and

challenges of university students during the campus closures in the spring of 2020.

The data presented here was collected in April and June of 2020. It includes responses from students at

four of the University’s six Faculties.

In the Data-sections below we have included extensive figures from the June dataset. This is done in the

name of transparency, and in order to give the reader easy access to the data we refer to throughout

the report. Whenever we have deemed it fruitful, we have also broken the data down on the

department/study board level, so local decision makers and instructors can see the actual number of

local respondents and get an idea about how their local data measure up against the more aggregated

figures.

The findings, and especially the implications, come with a long list of limitations and reservations that

are built into the methodology and data quality.

Our reading of the data is shaped by our knowledge of the existing body of research and established

best practice, as well as data from other projects that are aiming to help us understand how students

experienced the 2020 campus lockdown.

Data from the project will be shared as an open dataset, so it can be used in research projects that can

help strengthen the capacity of universities to continue teaching in the event of future full or partial

lockdowns.

We would like to extend gratitude to our project advisory board and university partners, the

Independent Research Fund Denmark, and of course the students who shared their experiences with us

by participating in the surveys.

Contact The report has been prepared in a collaboration between the Centre for Online and Blended Learning

and the Department of Public Health at the Faculty of Health Sciences, University of Copenhagen.

If you have any questions or requests for specific data, please contact Lasse X Jensen on

[email protected]

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Findings With such an extensive and versatile dataset, the findings presented below are not exhaustive

explanations or final conclusions, but rather a selection of the themes that we consider most relevant

and enlightening in the current situation.

Few challenges related to technology use We asked the students tree questions related to possible technical challenges. These challenges were

generally less prevalent than the other issues we asked about, with the majority of respondents

rarely/never having problems with finding a good Internet connection or using the required technology

(Figures 1, 4). There are some variation across the university, and these numbers must be taken with

some caution as the students with the biggest technical problems might be less likely to respond to an

online survey.

When asking how often they experience that the instructor had technical problems when using the

required technology the numbers were slightly less positive, and around 1 in 6 respondents indicated

that it happened often/always (Figure 5).

Motivation was a dominant challenge In the April survey we included a multiple selection question with a long list of possible challenges that

respondents could mark if they considered it a great challenge in their current situation. Across all study

programmes “finding motivation to study” was the most prevalent challenge. In the June survey we

included two questions about motivation, one asked how often they experienced problems motivating

themselves to study, and one asked them to compare their level of motivation with the pre-lockdown

period. Again in June, motivation was the greatest challenge, both in the aggregated data and across all

study programmes. Across all respondents, almost two thirds replied that they often/always had

problems motivating themselves to study, with some local figures above 80% (Figure 12). For the

questions whether this was more or less than before the lockdown, almost 70% respond with less or

much less (Figure 13) For both these figures the tendency is that bachelor students struggle more with

low motivation than master students.

Breaking the figures for motivation down according to the respondents’ preference for learning online

or on campus, we see that there is a strong correlation. For the group of respondents that experience

the fewest problems with motivation, the majority prefer online learning, whereas the respondents that

report the biggest motivation challenges almost all prefer campus based studies (Figure 43).

Low motivation is caused by a combination of many factors and more research is needed to determine

who is the most at risk, what factors have strongest effect, and what interventions can be made to

mitigate the problem. Many teaching choices and course designs can certainly motivate students, but

the low motivation in spring is likely the perfect storm of many factors, some education related and

others that are outside of the power of the university to influence.

Increased anxiety, loneliness and stress The June survey included a section with questions about the students’ psychosocial wellbeing. The

questions were based on open ended replies from the April survey, which included a high number of

reports of mental health related issues. The vocabulary we used was adapted from the ‘Core mental

health questions’ proposed by the Coronavirus and Mental Health Measurement Working Group at

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Johns Hopkins University, and included questions whether the respondents had felt more or less

stressed; nervous, anxious and on edge; lonely; and hopeful about the future.

For each question the findings were primarily negative, i.e. the majority of respondents were more

stressed, nervous, lonely and less hopeful about the future (Figures 16-19). However, keeping in mind

that we cannot know if our sample is representative, these psychosocial data should be seen in

connecting with other related project, e.g. the International Student Wellbeing Survey, which also

collected data from University of Copenhagen students. For our purposes these data are most valuable

for cuts, i.e. to see how these factors may influence the learning experience. We do not consider the

psychosocial issues as being caused by online learning, but rather as being the result of a combination of

personal traits and circumstances and the societal lockdown in general.

As with motivation, we see a clear correlation between prevalence of psychosocial issues and

preference for campus based studies, giving us some insights into the way that these issues may have

shaped the educational experience of students during the lockdown (Figure 44).

Missing the social aspects of studying on campus The open ended question that most respondents replied to, asked what they miss most about campus-

based studies. One of the most frequent and salient themes of this data was that respondents missed

the social and informal aspects of studying on campus. At campus the respondents feel part of a

community and much of their social lives are tied up with the structure of being a university student and

taking part in activities on and off campus with their fellow students. This theme is also found in two

close ended questions of the June survey, where 9 out of 10 respondents say that they miss having

informal conversations with their fellow students (Figure 15), and 6 out of 10 miss informal

conversations with their instructors (Figure 14). These figures are the same across the university, with a

tendency that the proportion of respondents at the Faculty of Humanities that miss the informal contact

with instructors, to be a bit higher than that of other respondent groups in the survey.

Passive one-way lecturing dominated the semester Interactive and active learning experiences are difficult to plan – online or on campus – and something

that works well on campus might not work well online. When we asked the students to rate their

learning experiences with different typical formats – lecture videos, live-streamed classes, and online

group work – they rated the passive lecture videos more positively than the more interactive and

synchronous formats (Figures 21, 25, 32). However, we would caution against the conclusion that we

should then stick to the easy and popular passive formats and ignore the more challenging teaching

formats centred on dialogue, discussion, collaboration and active participation. For instance, a closer

look at the data on lecture videos reveal that the respondents rate the learning experience more

positively, when the lecture video was integrated in a learning activity, such as a subsequent discussion

or quiz (Figure 21).

Throughout the open ended data, respondents report that the active learning experiences are missing.

This was of course the case for many practical formats (e.g. lab exercises or field trips) that require

access to tools and places, but also the regular interactive classroom sessions were either reduced in

number or as one respondent put it, “just a second lecture about the same topic”.

A key indicator for this is the question whether respondents think the instructors are good at involving

the students in the courses. In our pre-lockdown baselines from the 2018 Student Questionnaire, less

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than 10% disagreed with that statement. In our data from the lockdown this number is close to 30% -

and maybe surprisingly, we see no positive development between April and June (Figure 10).

The fact that the shift to remote teaching happened without warning goes a long way to explain why the

more time-consuming and complicated interactive teaching formats were rarer than during normal

times. Teaching great online courses requires experience and distinct skills. When moving courses online

the interactive and activating elements of the course need to be re-imagined and planned according to

the challenges and affordances of the available technologies. Maybe a classroom discussion does not

translate well to a 20 person video call, but instead an asynchronous written discussion could take its

place.

Advantages and disadvantages of live-streamed classes At first sight, live-streamed classes (e.g. via Zoom or MS Teams) seem like the easiest way to digitalize a

classroom course, and in many ways video-based synchronous teaching was the lockdown normal. In

the June survey, 9 out of 10 respondents had taken part in live-streamed classes (Figure 24).

When rating a recent learning experience with a live-streamed class, roughly half of respondents

indicated it was good or very good (Figure 25). However, there is great variation between study

programmes, as might be expected when the scoring relates to a specific class, and not the generalized

experience of live-streamed classes. Roughly half of the respondents reported that the class was

recorded and subsequently made available to students (Figure 27). This aggregate number, however,

hides great differences between the Faculty of Humanity (22% reports it was recorded) and the rest of

the university (around 60%). Crossing those variables, we found that live-streamed classes are also more

positively rated when recorded and shared (Figure 25).

In fact, we found that respondents are strongly in favour of live-streamed classes being recorded for

later use. When asked what elements of the spring studies that they hope to keep when returning to

campus, the overwhelming majority of respondents pointed to the obvious advantages of having a

recording of their lectures, both for later use when preparing for exams, and also for the added

flexibility that you do not miss the lecture, just because you could not go to campus when it took place.

Some worries, expressed in open ended answers, relate to the fact that recording of live-streamed

sessions may keep some students from asking questions out of fear of being recorded asking a stupid

question. However, the general picture is that the ability to ask questions is a great advantage, and

almost all respondents report that asking questions was possible. The relatively few respondents, that

reported that they could not ask questions during live-streamed classes, also had a less positive learning

experience than the group where questions were allowed (Figure 25).

In the June survey we asked respondents to tell us about an experience with a live-streamed class that

was helpful for their learning. Here many respondents point out that the relative anonymity meant that

they felt less nervous asking questions, than they do at campus, and consequently asked more questions

than they normally would. Some highlighted that it was preferable when two instructors were present,

so one could monitor for questions in the chat. Another frequent theme was that the break out rooms

were a positive experience – however with some disagreement among respondents whether it is

preferable to be grouped randomly with ‘strangers’ or in a group you already work with.

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Despite of these many positive aspects, the respondents overwhelmingly preferred classes on campus

over live-streamed classes. This is consistent across all study programmes, again with a tendency for

respondents at the Faculty of Humanities to be more campus-positive (Figure 29).

Online group work may be here to stay Although respondents overwhelmingly report that they prefer face to face over online group work

(Figure 33), there was still many respondents that reported that online collaboration and group work

was one of the things that they were hoping to keep when campus reopens. The reasons they gave was

the added flexibility and convenience, especially during busy times.

The challenges reported in relation to online collaboration are similar to the experience of many staff

members – it is harder to do in bigger groups, you need more structure to make it work well, and it is

not really a replacement for the social connection that you have when sitting together.

Across the university there is variation in group sizes, with Biology and the Faculty of Health and Medical

Sciences generally having larger groups than the Faculties of Humanities and Theology, but the

aggregated data from all respondents show that roughly a third of groups are 2-3 members, a third is 4

members, and a third is more than four members (Figure 31). Although some respondents point out

that online collaboration is more difficult for bigger groups, the quantitative data did not show a clear

relation between group size and their reported quality of the learning experience (Figure 32).

General satisfaction with online oral exams We collected data about the students’ experiences with online oral exams, but because of the timing of

the survey many respondents took part in the survey before having had all their exams. Because of this,

the report only presents the data broken down by faculty level.

Although a majority of respondents responded that they would have preferred to do the oral exam face-

to-face (59% agree, 16% disagree, 25% neutral – Figure 41), their opinions of the online oral exam are

generally positive, with a majority of respondents agreeing that the online oral exam was a good

experience (72% agree – Figure 35), that the technology was easy to use (77% agree – Figure 36), that

there was a good dialogue with the examiners (76% agree – Figure 37), and that the grade was a fair

reflection of their ability (79% agree – Figure 40). The question with the lowest positive score was

whether it was easy to visualize ideas with webcam and shared screen (46% agree – Figure 38). When

asked whether the online format made them less nervous than at a normal oral exam the respondents

were divided, with roughly a third disagreeing, a third agreeing and a third reporting no difference

(Figure 39).

The theme of nervousness in connection with online oral exams also appeared in the open ended data.

Some respondents say that they were less nervous because it felt less like an exam, and that doing it

from home made them feel more safe and confident. However, for other respondents the home

situation was less suitable for an online exam and that added a layer of uncertainty to the situation.

The online oral exams of the spring semester have been a first for most study programmes, and the

open ended answers points at some challenges and good practices that can help improve the future use

of the format. Uncertainty and unfamiliarity with the technology was a dominant theme, and the

respondents preferred when the used software was one that they had been using throughout the

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semester instead of a new unknown platform. Other respondents pointed out that online group exams

were not easy, because it was hard to know when to talk without interrupting each other.

From early enthusiasm to online fatigue We collected data from students at the Faculty of Health and Medical Sciences in both April and June.

Against our expectations almost all the questions we repeated between the two surveys show no or a

negative development. This is surprising, because the University in many ways underwent a huge

transformation during these months, with great improvements to the student facing services, support,

and administration. As an example, in the April survey, respondents complained that their instructors

used many different software for live-streamed classes – in the June survey almost everyone used Zoom

(Figure 28). However these successes are not clearly showing in our data about the learning experience.

The way respondents rated their experiences with lecture videos (Figure 21), live-streamed classes

(Figure 25), online group work (Figure 32) and the general learning environment (Figures 6-10) show no

signs that the University improved the online teaching during three months of lockdown.

One possible explanation may be that instructors at the Faculty of Health and Medical Sciences rarely

teach the entire period from March to June, so the digital teaching experiences are spread out over a

large number of instructors, many of whom taught their first online classes in May. Another contributing

factor may be that the April data was influenced by both a feeling of crisis – lowering student

expectations – and an enthusiasm for the possibilities of new technologies. During the spring this may

have given place to a live-stream-fatigue that is also well-known for many University staff.

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Implications This list of implications is our translation of the findings into some concrete points of action that can be

taken at the University. Some relate only to (partial) lockdown situations, while others are relevant for

digital learning more broadly speaking. They should not be read as a definitive list, but rather as input to

the current discussions among instructors and decision makers at all levels.

Spend time understanding the consequences of the lockdown

Throughout the spring and summer there have been numerous projects at the University of

Copenhagen and beyond, that are investigating how the lockdown influenced different aspects of the

university. This report presents just one of them. Familiarity with their findings can help instructors and

admin staff prepare for possible short notice local campus closures and limited campus usage.

Plan courses that promote active learning

Just like on campus, great online teaching activates the students. Often it is better to re-think the use of

discussions, group work, presentations and small assignments, instead of trying to translate directly

from campus to a live-streamed formats. Invest energy and resources in the planning of courses where

the activating elements are developed according to the challenges and affordances of the available

technologies. For a partial lockdown situations, where blended learning is possible, it may make sense to

prioritize keeping the most interactive and activating elements in the classroom.

Invest in capacity building of digital teaching skills

Great online teaching requires experience and it is not the always same set of skills that are used when

teaching a great campus course.

Identify good online instructors

There are already many instructors at the University of Copenhagen who are experienced and very

successful online educators. Learning from best-practice is good, but sometimes learning from a

colleague is better, because it is immediately meaningful, implementable, and less theoretical.

Build best practice for online oral exams

Evaluate the experiences with online oral exams. There are many early insights and local success stories

from across the University that should be identified, organised, and disseminated

Keep in touch with students

Keeping up with the students during times of remote studies can be difficult. Design courses with

feedback loops that can inform you how things are going and monitor their engagement with

coursework. Collect data about student experiences and challenges to establish baselines and avoid that

widespread psychosocial, technical, or practical issues go unnoticed.

Prioritize keeping spaces for reading/studying and group work open for students

For many students the majority of time they spend on their studies is not in class. In case of partial or

local campus lockdowns, prioritize to keep open spaces where students can safely go and study alone or

in small groups.

Consider how regulations and pedagogy influence motivation

Lockdowns and ill prepared online teaching can be detrimental to the motivation of normally motivated

students. Some groups, e.g. younger students, may be more sensitive to the unfortunate effects.

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The dataset This report presents data from several different surveys distributed to students at University of

Copenhagen in April and June of 2020.

Methods The April survey was only distributed to students at the Faculty of Health and Medical Sciences. This

survey took place 2-3 weeks after the lockdown was effectuated, and partly intended to register the

noise of the drastic changes to their studies (and life in general) that students experienced in the second

half of March. Based on this survey, the second questionnaire was developed, and distributed in June to

four different groups of students, namely those on Faculty of Health and Medical Sciences, Faculty of

Humanities, Faculty of Theology, and the Biology BSc and MSc study programmes. All surveys were

hosted on SurveyXact.

An overview of the questions included in each questionnaire can be found in the appendices.

The open ended questions generated more than 270.000 words of free text responses. The data

chapters in the end of this report also include short summaries of the open ended responses in the June

survey.

For most of the close-ended questions we do not have any pre-lockdown baseline. The exceptions are

five questions about the learning environment that are repeated from the Danish national Student

Questionnaire (Da. Læringsbarometer) and one question repeated from the University’s regular Study

Environment Survey.

Limitations, validity and representativeness Response rates were generally low. The large difference in response rates between the two big faculties

is primarily caused by the decision of the Faculty of Humanities to only share information about the

survey as a news item on the University intranet. The Faculty of Health and Medical Sciences emailed

the survey link to all students, and followed up with reminders to students that had not responded.

Table 1 shows the response rate for each of the surveys we distributed.

Target group Period Population Respondents Rate

Health and Medical Sciences April 7.859 1.298 17% Health and Medical Sciences June 7.859 1.360 17% Humanities June 8.571 408 5% Theology June 575 52 9% Biology June 1.025 90 9%

Table 1: Response rates

It is important to ask ourselves, what we know about the students that were invited but did not respond

to the survey. We know that they are much less diverse than the population as a whole. They are

typically in their 20s, almost all live in commuting distance from a University of Copenhagen campus,

and they are primarily full time university students. Respondents from the Faculty of Health and Medical

Sciences (June) were asked about gender identity, and with 72.5% women, their distribution matches

that of the entire student population of the Faculty well (75.9%).

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However, the overall low response rate is important to keep in mind, because it cannot be ruled out that

the students that chose to respond all share some specific experiences or opinions that are not

representative for the student population as a whole. Furthermore, some specific groups, e.g. students

writing their thesis, students in placements, or international students, may be underrepresented in the

data, and with the limited personal data collected, we cannot make any claim as to the

representativeness of the data in relation to the entire student population.

This has influenced our analysis in three ways. First and foremost, we do not give much importance to

smaller differences or developments, but rather focus on the broad tendencies, identifying themes and

meaningful connections. Secondly, we are reading the data in light of existing educational research as

well as the emerging research on the effects of the lockdown at other educational institutions. Our

findings are not dramatically different from that of similar data collection projects, and the suggestions

we bring forward are to a large extend inspired by established best-practice for teaching online. And

thirdly, by focussing our analysis on claims about the respondents, not the entire student population,

our analysis has internal validity, despite its unknown representativeness. However, as is the case for

both education research and evaluations of crisis situations, this is clearly a matter of working with the

possible data, not the ideal data, and we encourage everyone reading this report to inform themselves

broadly in the body of evaluations and research on the spring lockdown, and not use our findings as the

be all end all, but rather as input in your own triangulation and meaning-making.

There are several other limitations to this study. For example, the lack of pre-lockdown baseline data for

most of the questions we ask make it unclear if the patterns we see are related to the lockdown

situation, or simply what you would always find when surveying students. Where possible, we have tried

to include questions with known institutional or local baselines, or less elegantly, to ask respondents to

implicitly indicate their own pre-lockdown baseline by asking about development. When available,

external baselines are included in the figures presented below.

Graphs and summaries in this report This report primarily presents findings and data from the June survey. When April data is included, it is

noted on the graph. For most of the graphs, we include the aggregated figure for all respondents,

together with figures for the Faculties of Health and Medical Sciences, Humanities and Theology and the

Biology study programmes. For the Faculty of Health and Medical Sciences we also include the figures

broken down by study board, and for the Faculty of Humanities we include them broken down by

Department. Because of the difference in recruitment methods and (consequently) response rate, the

aggregated figure for ‘all respondents’ is primarily useful when we see very limited variation between

study programmes. For this same reason we caution against over-interpreting small differences in inter-

Faculty comparisons. We have included the actual number of respondents as labels on all graphs. That

way it is easier for the reader not to put undue weight on stark differences that may be caused by a very

small sample size.

For the open ended questions we have included a short summary of the most salient themes. These are

clearly a much distilled version of the entire qualitative dataset, but for this report we have prioritized

readability over comprehensiveness. The summaries were created through an iterative process of

sorting student responses thematically, merging and splitting themes, and writing up the most frequent

and interesting points.

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Data: Practical challenges Student challenges related to technology use, home office and motivation

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402

554

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute

Nordic Studies and Linguistics

English, Germanic and Romance Studies

Cross-Cultural and Regional Studies

Communication

Arts and Cultural Studies

HUM DEPARTMENTS

Veterinary Medicine and Animal Science

Professional Master's Programmes

Public Health Science and Global Health

Pharmaceutical Sciences

Medicine and Technology

Medicine and Health Science

Human Biology and Immunology

Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology

Faculty of Humanities

Faculty of Health and Medical Sciences

ALL RESPONDENTS

Problems finding a good Internet connection

Always Often Sometimes Rarely Never

16

Figure 2

37

12

5

9

10

11

4

1

5

44

0

62

5

2

18

12

3

92

141

248

42

13

12

12

17

7

26

0

13

62

2

143

4

3

24

20

16

111

277

424

39

5

3

12

8

6

36

1

22

58

4

163

4

6

27

20

5

79

321

425

15

6

9

6

5

3

36

2

9

41

4

133

7

3

25

11

12

52

260

335

21

8

8

7

11

6

43

3

12

62

3

124

5

2

35

27

15

67

289

398

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Problems finding a place to study


17

Figure 3

10

2

1

4

5

4

1

0

1

18

0

16

0

0

9

3

4

28

45

80

33

13

9

8

10

6

17

1

9

44

2

93

4

2

16

20

8

87

188

303

44

7

8

13

17

7

39

3

16

84

6

166

10

2

40

29

14

106

366

515

48

12

14

14

13

14

49

1

26

81

2

223

5

7

37

19

10

123

431

583

21

9

5

7

6

2

39

3

9

40

3

127

6

5

27

19

16

58

259

352

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Problems finding the time to study


18

Figure 4

5

0

1

2

2

2

0

0

2

6

0

5

0

0

0

0

1

13

13

27

19

11

6

10

8

7

7

1

5

22

1

59

1

0

9

16

6

66

105

193

41

14

13

12

13

8

37

0

18

72

5

160

5

5

30

20

7

109

332

468

55

13

11

15

16

10

62

4

21

98

6

267

8

6

45

30

29

140

517

716

32

7

6

7

11

6

35

3

13

64

1

125

10

5

46

23

9

71

302

405

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Technical problems in my end, when using study related online tools/platforms


19

Figure 5

4

1

0

1

4

3

1

1

0

8

0

8

1

0

3

1

0

13

22

36

16

4

8

9

13

7

12

0

4

24

2

123

6

0

16

8

7

66

187

268

61

25

12

21

14

18

49

4

21

96

3

291

6

8

45

38

15

165

523

741

52

8

9

10

12

5

60

2

27

98

5

153

2

5

53

30

22

106

405

563

12

5

4

4

5

1

16

0

6

26

1

25

6

2

11

12

7

32

93

144

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Technical problems in my instructor's end, when using study related online tools/platforms


20

Data: The Learning Environment Key indicators about the learning environment from the Danish national Student Questionnaire (Da.

Læringsbarometer) and the UCPH Study Environment Survey (Da. Studiemiljøundersøgelsen)

21

Figure 6

2018 SQ baselines are from the Danish national Student Questionnaire (Da. Læringsbarometer)

17

3

5

4

4

3

2

0

1

9

1

27

4

1

11

0

5

0

1

40

0

56

106

102

38

17

8

7

17

10

28

0

6

48

2

147

3

5

28

5

21

4

7

101

6

267

222

396

33

3

10

14

11

4

23

1

8

55

2

118

1

2

35

5

19

10

10

86

10

245

208

360

50

18

11

11

12

13

61

4

33

117

6

260

10

7

44

52

27

49

23

124

53

542

353

716

14

3

2

9

5

1

25

2

9

22

1

53

2

0

10

27

13

15

10

35

21

124

140

182

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

2018 SQ science baseline

Biology

2018 SQ hum/theo baseline

Faculty of Theology


2018 SQ health baseline

Faculty of Health and Medical Sciences (June)

Faculty of Health and Medical Sciences (April)

ALL RESPONDENTS

It is clear to me what I am expected to learn

Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree

22

Figure 7


14

6

6

6

6

6

3

0

1

21

1

36

1

0

3

1

4

1

5

49

0

66

56

124

30

11

9

13

15

7

21

1

12

30

4

116

1

3

12

1

27

6

9

92

5

200

154

328

27

14

12

11

6

6

21

1

11

54

2

131

4

4

21

10

13

11

13

85

7

249

210

360

62

8

6

9

18

11

67

3

22

105

4

230

11

7

63

26

31

33

11

122

42

512

411

676

18

5

2

5

5

1

28

2

11

36

1

84

6

1

27

49

8

26

11

37

36

196

199

252

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS


Biology


Faculty of Theology





ALL RESPONDENTS

I can get help and support from my fellow students when I need it


23

Figure 8


8

2

0

1

3

1

1

0

2

9

0

14

2

0

3

0

0

0

2

17

0

31

47

50

14

2

2

6

8

3

8

0

3

25

1

43

2

1

12

2

8

0

5

37

1

95

74

145

33

11

8

7

15

8

18

2

14

57

3

143

4

5

28

7

17

7

6

87

19

274

240

384

64

23

15

16

18

9

71

3

18

108

5

298

8

8

57

36

42

40

15

159

52

576

394

792

31

6

7

15

4

10

37

2

18

37

2

100

2

1

23

44

18

31

23

81

18

222

238

344

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS


Biology


Faculty of Theology





ALL RESPONDENTS

The teachers seem enthusiastic about what they teach


24

Figure 9


11

4

0

2

7

0

0

0

1

9

0

20

1

0

5

0

2

0

1

24

1

36

54

63

16

4

4

5

6

4

15

0

10

36

1

91

3

4

21

1

10

5

3

45

11

181

116

239

47

9

7

13

14

7

27

1

14

64

4

155

6

6

33

16

13

18

6

102

28

310

258

431

59

21

17

14

18

14

62

5

23

106

5

258

7

3

55

45

44

40

19

158

44

524

392

745

17

6

4

10

4

6

29

1

9

23

1

65

1

2

14

27

14

15

22

51

6

145

167

232

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS


Biology


Faculty of Theology





ALL RESPONDENTS

The teachers spend time helping us understand difficult things


25

Figure 10


10

4

0

2

5

1

8

0

2

17

0

49

1

0

6

0

3

1

5

22

0

83

109

113

42

10

8

9

11

8

18

0

17

46

3

137

2

8

20

6

13

1

3

96

7

251

170

363

47

12

8

16

17

8

37

4

14

76

6

189

7

4

43

23

25

16

14

119

30

380

318

538

37

13

13

13

12

12

46

1

16

71

2

171

6

3

48

42

36

44

15

111

47

364

264

526

12

5

2

3

3

3

23

2

5

20

1

33

1

0

10

17

8

16

13

28

6

95

111

144

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS


Biology


Faculty of Theology





ALL RESPONDENTS

The teachers are good at involving the students in the courses


26

Figure 11

2019 SMU baselines are from the University of Copenhagen’s Study Environment Survey (Da.

Studiemiljøundersøgelsen)

11

2

2

2

4

4

5

0

0

13

0

29

0

0

11

8

1

0

3

25

26

68

58

88

12

4

1

6

3

6

16

0

4

33

1

81

5

1

13

25

7

2

1

74

33

194

154

195

31

8

5

8

11

6

31

0

17

67

2

157

6

5

39

145

19

22

7

344

80

575

324

430

65

21

15

19

24

10

42

5

22

97

7

199

7

8

50

407

42

92

21

1205

165

956

437

665

31

9

8

8

7

4

27

3

11

30

1

44

2

1

10

245

10

84

19

812

73

321

129

231

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

2019 SMU biology baseline

Biology

2019 SMU theology baseline

Faculty of Theology

2019 SMU humanities baseline


2019 SMU health baseline


ALL RESPONDENTS

My lecturers are easy to contact


27

Data: Motivation Students reporting on their motivation to study

28

Figure 12

51

12

11

14

19

18

23

0

9

69

2

123

9

3

33

33

15

136

271

455

73

24

12

20

25

8

48

1

28

101

9

251

8

10

46

30

15

176

502

723

15

5

9

5

4

5

38

3

18

74

1

171

5

1

32

13

7

48

343

411

10

4

2

3

2

2

28

2

3

19

1

61

3

2

12

8

6

24

131

169

6

0

2

4

1

0

7

2

3

7

0

19

0

0

7

6

9

16

45

76

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Problems motivating myself to study


29

Figure 13

78

18

12

22

22

17

28

0

17

68

7

167

8

4

36

34

18

181

335

568

41

18

12

13

20

8

55

4

23

89

4

243

10

9

44

26

11

124

481

642

16

7

8

5

4

5

34

3

16

59

1

128

2

1

27

14

13

50

271

348

7

1

1

2

1

0

17

1

3

27

0

39

1

2

8

4

4

12

98

118

8

0

1

3

3

0

5

0

0

9

0

22

2

0

9

7

5

15

47

74

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you felt more or less motivated to study?

Much less Less Unchanged More Much more

30

Data: The social aspect Students reporting on missing informal conversations with teachers and peers

31

Figure 14

71

16

12

19

24

19

15

4

12

49

1

108

6

3

16

23

20

177

214

434

55

17

14

14

13

5

25

0

26

77

7

185

4

6

46

29

11

127

376

543

12

6

6

6

7

4

38

3

9

51

3

128

6

2

43

18

10

44

283

355

6

4

1

3

2

2

29

1

5

43

1

111

3

3

10

7

2

19

206

234

4

1

0

2

2

1

11

0

3

11

0

35

1

1

1

5

4

10

63

82

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

I miss having informal conversations with my teachers

Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

32

Figure 15

123

32

25

33

37

26

80

3

40

156

10

434

15

9

66

57

31

302

813

1203

19

9

6

8

10

4

35

3

14

65

1

109

6

3

37

17

6

60

273

356

3

1

3

2

0

0

12

0

1

19

0

28

0

0

12

2

6

9

72

89

0

2

0

1

0

0

6

1

1

10

1

19

0

2

3

3

2

4

43

52

4

0

0

1

3

1

5

0

1

5

0

16

1

1

6

6

4

9

35

54

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

I miss having informal conversations with fellow students

Strongly agree Agree Neither agree nor disagree Disagree Strongly disagree

33

Data: Psychosocial challenges The prevalence of stress, anxiety, loneliness, hopefulness about the future, and motivation to study

among students during lockdown

34

Figure 16

58

14

9

16

10

14

30

1

9

56

2

111

1

0

30

16

11

128

240

395

50

18

12

13

21

9

37

2

22

68

6

171

11

11

36

39

12

135

364

550

22

5

9

9

12

4

27

4

12

58

3

162

5

4

17

12

6

67

292

377

11

4

4

5

5

5

33

0

13

47

0

113

4

0

27

10

8

35

237

290

7

2

1

2

2

0

13

0

2

16

0

37

2

1

11

8

13

15

82

118

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you felt more or less stressed?

Much more More Unchanged Less Much less

35

Figure 17

55

11

9

12

12

12

21

1

9

49

3

99

2

1

22

13

11

118

207

349

58

19

13

18

19

13

47

0

22

80

5

212

10

5

40

35

14

154

421

624

28

11

8

10

15

7

39

7

19

76

3

191

5

7

33

23

10

82

380

495

4

1

4

3

3

0

21

0

6

29

1

65

4

2

17

7

8

16

145

176

5

1

0

2

1

0

10

0

2

14

0

23

2

1

7

7

7

10

59

83

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you felt more or less nervous, anxious and on edge?


36

Figure 18

55

14

12

15

17

17

27

1

10

47

2

122

5

4

20

17

12

140

238

407

60

20

11

16

18

5

56

1

25

108

7

240

9

6

42

36

17

143

494

690

28

8

12

10

13

10

47

6

19

79

3

203

7

5

52

23

15

87

421

546

2

1

0

1

2

0

5

0

2

10

0

21

1

1

3

4

2

6

43

55

3

0

0

1

0

0

4

0

2

4

0

9

1

0

4

2

4

4

24

34

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you felt more or less lonely?


37

Figure 19

35

10

10

10

11

8

13

1

5

29

1

48

3

2

17

8

5

88

119

220

70

20

5

16

16

17

37

1

20

77

6

186

9

4

36

36

13

159

376

584

35

11

15

12

19

6

69

6

29

112

4

287

9

7

49

29

25

105

572

731

5

1

2

2

2

0

15

0

3

21

1

48

1

2

9

5

5

13

100

123

3

2

1

3

1

0

4

0

0

7

0

17

1

1

5

3

2

11

35

51

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you felt more or less hopeful about the future?

Much less Less Unchanged More Much more

38

Data: Lecture videos Student experiences and preferences related to recorded lectures and other educational videos

39

Figure 20

A lecture video is any educational video that did not stream live while you were watching

110

36

21

29

25

19

118

2

46

212

11

579

17

8

89

76

33

259

1082

1450

41

8

14

16

24

13

24

7

14

43

1

25

6

8

36

9

18

128

165

320

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you watched a lecture video?

Yes No

40

Figure 21

42

20

15

5

0

2

3

3

3

0

2

6

0

14

3

0

1

6

0

30

22

29

65

144

54

45

12

5

12

4

3

11

1

4

20

2

57

3

2

11

18

0

82

58

111

211

201

95

14

7

5

7

6

7

23

0

17

46

1

121

1

2

22

18

5

57

131

233

313

337

208

28

9

9

6

11

2

57

0

17

89

8

249

7

2

37

22

13

69

320

466

570

147

108

8

3

1

2

1

4

23

1

6

47

0

132

3

2

13

12

15

20

184

227

274

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

No

Yes

WAS IT INTEGRATED IN AN ACTIVITY?

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology




ALL RESPONDENTS

Lecture video: What is your opinion of that learning experience?

Very bad Bad Neutral Good Very good

41

Figure 22

26

4

1

19

7

3

32

2

19

78

4

201

5

5

30

37

10

63

376

486

75

30

16

7

13

16

82

0

26

118

7

348

12

3

49

37

22

171

645

875

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Was the video part of an activity, where you for instance had to do a quiz or discuss its content?

Yes No

42

Figure 23

6

1

1

2

0

0

16

0

4

41

0

132

2

1

20

8

6

10

216

240

4

2

3

0

3

0

30

0

5

45

0

159

0

2

23

13

3

15

264

295

6

3

0

0

0

1

13

0

1

27

0

51

6

0

11

5

4

11

109

129

10

4

5

3

8

3

22

0

9

44

3

99

1

2

10

14

5

35

190

244

84

26

11

24

13

15

37

2

27

50

8

132

8

3

21

36

15

186

288

525

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

In general, do you prefer online lecture videos or face-to-face lectures on campus?

Much prefer lecture videos Somewhat prefer lecture videos

Neutral Somewhat prefer lectures on campus

Much prefer lectures on campus

43

Open ended question: Can you tell us about an experience when a lecture video was

helpful for your learning? What made it helpful? Many respondents have the experience that lecture videos are helpful and a useful tool – especially in

times where it is not an opportunity to receive teaching on campus. Below are presented the most

prominent themes from the answers to the question: Can you tell us about an experience when a

lecture video was helpful for your learning? What made it helpful?

The ability to pause, speed-up and re-watch

The most prevalent point that respondents make is the advantage of pausing, changing the speed, and

the ability to re-watch the recorded lecture video. Many respondents appreciate the ability to watch the

videos more than once, for example re-watching them in the exam period. Pausing the video makes it

easier for the students to write notes throughout the video, and make sure they do not miss an

important message. Changing the speed of the video according to the degree of difficulty of the lecture

also made much sense for the respondents.

The video lectures were efficient and on-point

Many respondents find that the lecturers were more effective and precise in the lecture videos, than

they are when giving live lectures. Because the videos were therefore shorter and denser in information,

the video controls mentioned above also came in handy.

The flexibility of asynchronous learning

Lecture videos allow the students to plan their study calendar, and respondents pointed out that it

makes it easier for them to fit their studies in around work and other responsibilities. Respondents who

were primary caretakers of children mentioned that it worked out great for them and their families

because it allowed them to study in the evening, especially during the period when kindergartens and

schools were also under lockdown.

As this was the first open ended question, some respondents gave their more generalized opinion about

online learning. These points are included in the summaries where they fit best.

44

Data: Live streamed classes Student experiences and preferences related to live streamed lectures and classes

45

Figure 24

A live streamed class is any online video-based teaching that takes place while you are watching it

124

42

32

40

40

31

131

5

44

221

10

539

18

15

121

82

51

337

1104

1574

26

2

3

5

9

1

11

4

16

32

2

58

5

1

2

3

0

49

132

184

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you attended a live streamed class?

Yes No

46

Figure 25

3

47

36

51

24

11

6

4

7

3

7

4

1

0

5

0

22

0

1

2

7

5

41

30

35

88

23

148

157

176

125

50

9

13

9

16

8

14

2

4

33

0

105

5

6

22

20

5

114

84

191

330

19

221

158

158

208

27

12

5

11

6

8

19

0

12

68

2

142

7

6

32

19

17

75

151

288

399

15

232

282

209

287

25

11

6

11

11

5

66

1

21

84

8

198

5

2

35

22

13

79

318

420

534

7

59

135

62

119

10

3

2

2

4

2

27

1

7

26

0

68

1

0

27

12

11

23

150

157

203

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Not possible

No

Yes

DID YOU ASK QUESTIONS?

No

Yes

WAS IT RECORDED?

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology




ALL RESPONDENTS

Live streamed class: What is your opinion of that learning experience?

Very bad Bad Neutral good Very good

47

Figure 26

70

20

15

26

25

15

72

4

24

101

3

198

11

11

77

42

35

191

501

769

53

21

12

12

15

15

55

1

19

112

6

284

3

4

36

39

15

136

520

710

0

0

1

0

0

0

2

0

0

2

0

51

3

0

6

1

1

1

64

67

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

During the live streamed class, did you ask any questions?

Yes No No, asking questions was not possible

48

Figure 27

29

8

2

4

10

9

70

1

31

97

9

383

8

0

29

45

28

63

628

764

75

32

23

31

26

18

51

3

9

95

1

118

8

15

82

30

21

226

382

659

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Was the session recorded and made available to students afterwards?

Yes No

49

Figure 28

106

38

27

34

25

25

84

5

39

182

6

392

12

12

112

82

50

278

844

1254

6

2

1

2

5

2

19

0

3

32

3

12

1

0

0

0

0

22

70

92

1

0

0

1

1

0

6

0

1

1

0

6

0

0

0

0

0

3

14

17

0

0

1

0

0

0

1

0

0

0

1

104

2

0

3

0

0

1

111

112

3

0

0

1

0

2

0

0

0

0

0

3

0

0

1

0

0

6

4

10

5

1

0

2

8

1

20

0

1

1

0

12

3

3

1

0

0

18

41

59

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Which software was used?

Zoom Microsoft Teams Skype for Business

Live stream from an auditorium Adobe Connect Other software

50

Figure 29

6

2

2

3

1

0

17

0

1

27

0

46

3

0

23

10

7

15

117

149

1

1

0

0

2

1

21

1

7

30

0

66

1

2

23

9

4

6

151

170

4

0

1

2

1

1

13

0

2

26

0

49

3

0

16

5

3

10

109

127

5

3

3

2

7

2

24

1

6

43

2

101

4

2

17

11

5

26

200

242

107

35

24

33

29

27

55

3

28

89

8

270

7

11

40

47

31

276

511

865

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

In general, do you prefer live streamed classes or classes on campus?

Much prefer online live streamed classes Somewhat prefer online live streamed classes

Neutral Somewhat prefer classes on campus

Much prefer classes on campus

51

Open ended question: Can you tell us about an experience when a live streamed class

was helpful for your learning? What made it helpful? During the spring, live-streamed classes became almost synonymous with online teaching. Although only

few instructors and students had tried it before the lockdown, it was embraced as the natural choice

when quickly ‘translating’ a campus course to online teaching. Below we have summarized the many

responses about live-streamed classes into a list of themes.

More interactions than in campus classes

The respondents appreciated the possibilities to ask questions and participate more actively, and some

of them pointed out that they even experienced that live-streamed lectures had more questions than at

lectures on campus – both because instructors seemed to be more aware of making it interactive, and

because students felt more safe asking questions. Other respondents considered the live-streamed

classes to be a bad version of a campus lecture.

Break-out rooms are popular

The break-out room function was popular, and respondents pointed out that it is a good way to activate

all the students. Sometimes you end up in groups with people you do not know, which can be both an

advantage, if you get to know and work with new people, and a challenge, if you get into a group that

has a bad dynamic.

Student suggestions for good live-stream practice

Respondents mentioned a number of preferences for what makes for good live-streamed classes. Some

pointed out that they prefer when they can see the slides and the instructor at the same time, and not

just one or the other. Some also suggested that it works well when there are two instructors, so one of

them can focus on the questions that come up in the chat. Furthermore, many respondents mentioned

that it is preferable if everyone has their videos on. Although it is an advantage when the sessions are

recorded and made available afterwards, some respondents pointed out that the fact that you are

recorded may keep some students from participating actively in the class.

More motivating than asynchronous formats

According to many respondents, it is more motivating to participate in live-streamed classes than to

watch a pre-recorded lecture video. Especially if students also turn on their videos, it can give a feeling

of community that was missing during the lockdown. Furthermore, the fact that a live-streamed class

takes place at a certain time creates some structure in the week/day that you do not get from

asynchronous online learning. The live-element makes it harder to procrastinate.

Safer, quieter and better concentration at home

Some respondents highlight that normal campus lectures are not always optimal place for learning – you

may have a bad or uncomfortable seat and the other students can disturb you. These problems may be

less frequent when studying online. However, other respondents point out that this is dependent on the

student’s home situation. A few respondents with attention or anxiety disorders also highlight that they

feel safer and more focussed in a live-streamed class than on campus.

52

Data: Online group work Student experiences and preferences related to online collaboration with peers

53

Figure 30

108

30

21

30

35

20

91

6

47

176

11

388

16

14

113

74

26

264

862

1226

41

13

13

15

14

12

50

3

13

74

1

204

7

2

9

11

25

119

364

519

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

Since the campuses closed in March, have you taken part in online collaboration or group work with fellow students, for

example via Skype, Facetime, or Zoom?

Yes No

54

Figure 31

46

12

8

15

14

7

40

3

9

65

4

146

4

5

24

21

16

109

300

446

38

10

7

6

13

7

39

3

12

55

3

91

4

4

43

16

6

91

254

367

19

7

2

5

8

4

11

0

21

51

2

95

8

5

34

32

3

47

227

309

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

How many people, including yourself, took part in the online group work?

Below four Four Above four

55

Figure 32

34

23

33

12

4

1

4

2

2

5

0

4

9

0

27

1

2

10

9

2

27

22

58

96

97

81

70

36

9

6

10

6

8

8

0

13

37

2

87

1

2

16

24

5

76

95

166

271

142

101

91

34

6

5

9

14

6

19

3

8

64

5

121

7

6

27

20

5

84

179

260

369

132

130

87

21

10

7

6

10

3

42

3

15

50

4

117

5

4

43

16

11

64

218

283

374

40

31

28

3

1

1

1

2

0

17

0

7

15

0

29

2

0

17

5

3

8

76

87

103

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Below four

Four

Above four

BY GROUP SIZE

Saxo Institute




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Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology




ALL RESPONDENTS

Online group work: What is your opinion of that learning experience?

Very bad Bad Neutral Good Very good

56

Figure 33

0

1

0

1

1

0

7

0

1

9

0

10

2

1

8

2

1

3

38

44

2

0

1

2

3

1

9

0

1

10

0

10

1

2

12

1

1

9

45

56

6

4

4

0

2

1

15

1

1

29

1

33

1

0

24

7

3

21

105

136

16

7

5

4

5

2

14

1

11

29

0

80

2

2

20

18

9

41

159

227

82

18

10

23

24

15

45

4

33

98

10

248

10

9

48

46

12

186

505

749

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

In general, do you prefer online collaboration or traditional face-to-face collaboration with your fellow students?

Much prefer online collaboration Somewhat prefer online collaboration

Neutral Somewhat prefer face-to-face collaboration

Much prefer face-to-face collaboration

57

Open ended question: Can you tell us about an experience when online group work was

helpful for your learning? What made it helpful? The online group work described by respondents resemble the challenges and advantages that work-

from-home employees across the world have experienced during lockdown. Below are the most

prominent themes that respondents included in their answers, when we asked them to tell us about

their experiences with online collaboration.

Issues related to communication and collaboration

Many respondents point out that collaboration online makes it harder for them to read the room and

the body language and gestures of the other group members. Some report that it is not the same as

meeting up in real life, and you generally get less out of online collaboration. There is general agreement

that it works best if everyone have their videos on. Some point out that screen sharing and co-working

in same document (e.g. Google Docs) worked well for them. Others found the tools insufficient.

Group size

Some respondents point out that the online collaboration is harder for bigger groups, and suggest that

instructors use smaller groups for the group work in live streamed-classes.

Flexibility and efficiency

Some respondents point out that meeting online made it is easier to find a time that suits all group

members. You also save time on transport. Some mentioned that the online meetings generally have

less chit chat, and seem more efficient because you get straight to the point. Some also point out that

meeting online can be more tiring.

Group work during live-streamed classes

Some respondents point out that is harder for the instructor to walk around between groups in break-

out rooms and ask questions and give feedback and inspiration. It was also mentioned online teaching

made it easier for students to skip class or tune out, with the consequence that their break out room

groups did not work well.

Should groups be random or chosen by students?

There were different opinion as to whether random groups or student-chosen groups were the best

basis for good online collaboration. With random groups you might get inspiration from students you do

not normally work with, but it might also be hard to make it work online if you have never met face to

face. In self-chosen groups you can choose people with whom you know you work well, and who share

your working style and weekly schedule.

58

Data: Online oral exams Student experiences and preferences related to online oral exams

59

Figure 34

Figure 35

Figure 36

54

305

363

326

916

1374

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

Since the campuses closed in March, have you been to an online oral exam?

Yes No

5

11

17

4

28

32

10

40

50

20

139

160

10

85

96

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

The online oral exam was a good experience


4

8

12

5

24

29

7

33

41

22

152

175

11

86

98

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

It was easy to use the required technology


60

Figure 37

Figure 38

Figure 39

2

4

6

2

23

26

14

38

52

19

142

162

12

94

107

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

There was a good dialogue between me and the examiner(s)


7

11

18

6

54

62

16

72

88

6

92

99

7

36

43

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

It was easy to visualise my ideas with webcam or shared screen


11

34

46

15

66

82

15

95

111

4

58

62

4

45

49

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

The online format made me less nervous than I usually am at oral exams on campus


61

Figure 40

Figure 41

3

12

15

5

10

15

7

32

39

18

124

143

10

108

120

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

The grade/result I got is a fair reflection of my ability


2

22

24

0

30

30

12

77

90

10

79

89

25

89

116

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%



ALL RESPONDENTS

I would have preferred to do the oral exam face-to-face


62

Open ended question: Is there anything else you would like to tell us about your online

oral exam? Because of the period of data collection, only a few students had experience with online oral exams, and

consequently this was the open ended question with the fewest respondents. Below are the most

salient themes in the respondents’ responses to the question if there is anything else they would like to

share with us regarding their online oral exam.

A less stressful and nervous experience

Some of the respondents report that they did not feel the same sort of “exam stress” as with traditional

oral exams. They responded that they felt more safe and comfortable at home, and it did not feel like a

usual oral exam, since they did not sit face to face with a censor and examiner. Simultaneously, they did

not have to worry about possible complications with public transportation to campus, and therefore it

was a less stressful experience.

Technical difficulties and practical challenges

Some respondents reported that they had a poor Internet connections, resulting in delays and a grainy

video of censor and examiner. These technical difficulties can increase stress and nervousness in a high-

stakes and vulnerable setting. Other respondents reported that their housing situation is not suitable for

an oral exam. They find that it can be challenging to find a suitable place to sit without being disturbed

by cohabitants and others.

Challenges of video mediated interpersonal communication

Many of the respondents state that presenting through an online video call (e.g. on Zoom, Microsoft

Teams, or Skype for Business) can make it more challenging to read the non-verbal reactions of the

censor and examiner. At the same time, it can also be difficult for students to use their own gestures

fully. This can create a distance between student and examiners, which is different from the oral exam

situation that they were otherwise used to.

Furthermore, they reported that group exams could be an extra challenge since it was difficult to feel

your own group members, for instance making it hard to know when to speak without interrupting.

63

Data: General Preferences Student preference for online distance learning vs campus-based learning, and how this preference

correlates with practical and psychosocial challenges

64

Figure 42

5

2

2

3

1

0

19

0

4

24

0

44

1

0

12

5

5

13

104

127

2

1

1

2

2

1

28

1

4

27

0

75

2

0

17

9

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Saxo Institute




Communication


HUM DEPARTMENTS








Health Informatics

Dentistry

SUND STUDY BOARDS

Biology

Faculty of Theology



ALL RESPONDENTS

In general, how would you compare your distance studies during the campus lockdown with the campus-based studies

that you are used to?

Much prefer distance studies Somewhat prefer distance studies

Neutral Somewhat prefer campus-based studies

Much prefer campus-based studies

65

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AlwaysOften

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Technical problems in my instructor's end, when using…

AlwaysOften


Technical problems in my end, when using study…

AlwaysOften



AlwaysOften



AlwaysOften



AlwaysOften



Preference for distance studies (lockdown) vs campus-based studies (normal situation) broken down by occurence of

practical challenges




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Much more

More

Unchanged

Less

Much less

… have you felt more or less motivated to study?

Much more

More

Unchanged

Less

Much less

… have you felt more or less hopeful about the future?

Much more

More

Unchanged

Less

Much less

… have you felt more or less lonely?

Much more

More

Unchanged

Less

Much less

... have you felt more or less nervous, anxious and on…

Much more

More

Unchanged

Less

Much less

... have you felt more or less stressed?

Preference for distance studies (lockdown) vs campus-based studies (normal situation) broken down by occurence of

psychosocial challenges




67

Open ended question: What do you miss most about campus-based studies? This open ended question was the one that generated most responses, and yet the recurrence of just a

handful of themes is a sign that the shared event of the campus lockdown influenced their responses

much more than the particulars of their different teaching/learning experiences. Below is a description

of the most salient themes we identified in their responses to the question of what they miss the most

from their campus based studies.

A more structured daily life – and getting out of the house

The respondents report that they miss the structure that arises from going to campus and not having to

sit at home in front of the computer all day. When studying from home it becomes hard to distinguish

between study time, work time and free time.

The social and informal aspects of campus life

Studying from home can also feel very isolating and many respondents pointed out that they primarily

miss the social aspects of being on campus, such as the chats with fellow students during the breaks and

the informal conversations with the instructors after class. At campus you are part of a community, and

also the social events with students from other courses, or even at other campuses, are an important

part of being a student, which was missing during the lockdown.

Learning together in the classroom

Many of the respondents report that they miss the interactions and feedback that they are used to from

classroom teaching. They miss the easy and quick way of being able to ask the peer sitting next to you

when there is something they do not understand, and some point out that classroom discussions are

easier and more fruitful when you are in the same room. They also miss the immediate guidance and

help from the instructor in lectures, classes and group work, as well as the informal talk with the

instructor during the break or at the end of a class.

The activating teaching formats

The respondents present many aspects of campus teaching that they believe have been missing during

the lockdown. Central here is the feeling that their online teaching is not as activating and interactive as

what they have been used to from campus. Some point out that the so-called ‘student activating

teaching’ is not really activating, when it takes place online. They also miss the more practical formats,

like laboratories or contact to patients, of which many were cancelled because the university had no

meaningful online equivalent to offer.

Feeling motivated

Motivation is a cross cutting theme, which is mentioned in relation to all the main themes listed above,

underlining how motivation is influenced by a multitude of factors, and many respondents’ motivation

to study is intimately connected with the social life and structures campus.

68

Open ended question: Are there any parts of the distance learning experience that you

hope to keep when campus-based studies start again? Which ones, and why? Many respondents have the experience that active learning formats (such as discussions, presentations,

and practical work) work much better on campus than they do online, and therefore they want

interactive teaching formats to take place on campus in the future. There are a number of respondents

who do not want to keep anything, they think that the online teaching has been insufficient, and they

are simply looking forward to returning to campus. Below are the three most salient themes in the

respondents’ responses to the question if there are any parts of the online distance learning experience

that they hope to keep when campus reopens.

Simultaneous live streaming of campus lectures

Many respondents suggest that we live stream all campus lectures so they are simultaneously available

live on campus and online e.g. through Zoom or on the Absalon LMS. It would create more flexibility,

especially for the students with a long commute who could then study from home on some days,

instead of going all the way to campus.

Recording of and sharing of campus lecture recordings

The most prevalent theme in the answers to this question is that all lectures should be recorded and

posted online, so you can re-watch them during the exam period or watch them if you e.g. were ill or for

some other reason did not have the opportunity to be present on campus. A further advantage that was

mentioned is that you can revisit the lecture several times if there are things you missed or that was

difficult to understand when you heard it the first time. This will create more flexibility for the students,

and at the same time be helpful when preparing for classes and exams. One worry mentioned by some

respondents was that this could lead to less attendance on campus, which in turn could weaken the

social aspects of being on campus with your fellow students.

Online group work

Some respondents report that they want to occasionally keep doing online group work. This is especially

relevant at busy times when it is difficult for the study group to find a day to meet on campus that suits

everyone.

69

Appendix: April questionnaire The English language version of the April questionnaire included the following questions:

Which study programme are you in?

Since the university closed down, most study activities have been either cancelled/postponed or

made available as online distance learning. What best describes your studies during the past 2-3

weeks?

Challenges

During the past 2-3 weeks of distance learning, what have been the biggest challenges in your

studies? (select as many as needed)

What did you do to overcome these challenges?

Elements of online teaching: Pre-recorded lectures. Pre-recorded is any lecture video that did not

stream live while you were watching. If you have watched several pre-recorded lectures, then just

consider the most recent one.

During the past 2-3 weeks of distance learning, have you watched a pre-recorded lecture?

What is your opinion of that learning experience?

How would you compare that experience to traditional face-to-face lecture?

Why?

Elements of online teaching: Live-streamed lecture. Live streamed is any online lecture that takes place

at the same time as you are watching it. If you have watched several live streamed lectures, then just

consider the most recent one.

During the past 2-3 weeks of distance learning, have you watched a live streamed lecture?


During the live streamed lecture, did you ask any questions?

How would you compare that experience to traditional face-to-face lecture?

Why?

Elements of online teaching: Online Group Work. If you have taken part in several online group work

sessions, then consider the most recent one.

During the past 2-3 weeks of distance learning, have you taken part in online group work, for

example via Skype, FaceTime, WhatsApp or other video/audio/text chat?



How would you compare that experience to traditional face-to-face group work?

Why?

Elements of online teaching: Written Online Discussions. If you have taken part in several written

online discussions, then consider the most recent one.

During the past 2-3 weeks of distance learning, have you taken part in a written online discussion,

e.g. in the Absalon course room?

70


How would you compare that experience to traditional classroom discussions?

Why?

General comparison of online and campus teaching

In general, how would you compare your distance studies during the past 2-3 weeks with the

campus-based studies that you are used to?

What do you miss most about campus-based studies?

Are there any parts of the distance learning experience that you hope to keep when campus-based

studies start again? Which ones, and why?

Learning environment. Considering only the past 2-3 weeks, to what extent do you agree or disagree

with the following statements…






Final question

Do you have anything you would like to tell us about your recent experience with online distance

learning that has not been covered in the survey?

71

Appendix: June questionnaire The English language version of the June questionnaire included the following questions:

Which study programme are you in?

Which gender do you identify with? [only SUND-survey]

Since the campuses closed in March, most study activities have been either cancelled/postponed or

made available as online distance learning. What best describes your studies during this period?

Practical challenges. Since the campuses closed in March, how often do you experience the following

study related challenges…





Technical problems in my end, when using study related online tools/platforms

Technical problems in my instructor’s end, when using study related online tools/platforms

Learning environment. Considering only the period since the campuses closed in March, to what extent

do you agree or disagree with the following statements…






My lecturers are easy to contact

I miss having informal conversations with my teachers

I miss having informal conversations with fellow students

Psychosocial challenges

Since the campuses closed in March, have you felt more or less stressed?

Since the campuses closed in March, have you felt more or less nervous, anxious and on edge?

Since the campuses closed in March, have you felt more or less lonely?

Since the campuses closed in March, have you felt more or less hopeful about the future?

Since the campuses closed in March, have you felt more or less motivated to study?

Elements of online teaching: Lecture videos

Since the campuses closed in March, have you watched a lecture video? A lecture video is any

educational video that did not stream live while you were watching


Was the video part of an activity, where you for instance had to do a quiz or discuss its content?

In general, do you prefer online lecture videos or face-to-face lectures on campus?

Can you tell us about an experience when a lecture video was helpful for your learning? What made

it helpful?

72

Elements of online teaching: Live streamed classes

Since the campuses closed in March, have you attended a live streamed class? A live streamed

class is any online video-based teaching that takes place while you are watching it


During the live streamed class, did you ask any questions?

Was the session recorded and made available to students afterwards?

Which software was used?

Which software was used? - Other software (indicate below):

In general, do you prefer live streamed classes or classes on campus?

Can you tell us about an experience when a live streamed class was helpful for your learning? What

made it helpful?

Elements of online teaching: Online group work

Since the campuses closed in March, have you taken part in online collaboration or group work with

fellow students, for example via Skype, FaceTime, or Zoom?



In general, do you prefer online collaboration or traditional face-to-face collaboration with your

fellow students?

Can you tell us about an experience when online group work was helpful for your learning? What

made it helpful?

Elements of online teaching: Online oral exams

Since the campuses closed in March, have you been to an online oral exam?

The online oral exam was a good experience

It was easy to use the required technology

There was a good dialogue between me and the examiner(s)

It was easy to visualise my ideas with webcam or shared screen

The online format made me less nervous than I usually am at oral exams on campus

The grade/result I got is a fair reflection of my ability

I would have preferred to do the oral exam face-to-face

Is there anything else you would like to tell us about your online oral exam?

General comparison of online and campus teaching

In general, how would you compare your distance studies during the campus lockdown with the

campus-based studies that you are used to?

What do you miss most about campus-based studies?

Are there any parts of the distance learning experience that you hope to keep when campus-based

studies start again? Which ones, and why?

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