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Durham Research Online
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Coping with Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online

Mates, Lewis and Millican, Adrian and Hanson, Erin (2021) 'Coping with Covid; Understanding and Mitigating Disadvantages Experienced by First Generation Scholars Studying Online.', British Journal of Educational Studies .

Abstract

This article examines the implications of the transition to online or blended learning for first generation scholars (FGS) brought about by Covid-19. We present the findings of a mixed methods project that draws data from both in-depth qualitative interviews and a large quantitative survey of students at Durham University. We offer a comparative analysis of how FGS contrast to the general student body in relation to a range of key challenges that Covid-19 and the consequent ‘online pivot’ posed to university life including technological, social and resource based issues. Our findings demonstrate that FGS were particularly affected by this shift to online or blended learning. The final substantive section discusses a range of potential mitigation strategies adopted by the School of Government and International Affairs, Durham University, with the assumption that some, at least, of these, and our data, will be of wider relevance in the sector.

Item Type:Article
Full text:Publisher-imposed embargo
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Available under License - Creative Commons Attribution Non-commercial 4.0.
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Available under License - Creative Commons Attribution Non-commercial No Derivatives 4.0.
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Status:Peer-reviewed
Publisher Web site:https://doi.org/10.1080/00071005.2021.1966382
Publisher statement:© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
Date accepted:2021
Date deposited:16 August 2021
Date of first online publication:09 September 2021
Date first made open access:25 November 2021

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