Are applied psychology students positive about remote learning?
Yes, relative to the sector benchmark students on applied psychology are more upbeat about remote delivery, although they still ask for transparent assessment and a stable online rhythm. Across the National Student Survey (NSS) open‑text comments, sentiment for the remote learning theme is mildly negative overall (index −3.4), whereas the applied psychology cohort records a small positive signal on remote delivery (+5.5) and a majority positive balance of comments (51.6% positive). This sits within a sector lens that collates student views on online delivery and within applied psychology, a Common Aggregation Hierarchy subject area used across UK higher education to compare experience by discipline. Students consistently praise their teaching staff (+43.7) but highlight the need for more usable feedback processes, with feedback making up 8.6% of all comments.
How do applied psychology students experience remote learning?
The transition from face-to-face to online formats changes how students connect with peers and staff. Synchronous tutorials help sustain interaction, yet screen fatigue and variable engagement remain. Psychology reads more positively than many subjects, so teams can build on that strength by using a consistent weekly rhythm, shorter segments within live sessions, and signposted tasks. Parity for those who study asynchronously matters: record sessions promptly, add concise summaries of takeaways, and provide a single, stable link hub per module so students know where to go.
How are assessments and exams adapted online?
Online assessment has value for flexibility but exposes pain points that applied psychology students raise frequently: opaque criteria, uneven marking, and unpredictable turnaround. These echo the pattern in which feedback attracts a sizeable share of comment and reads negatively. Publish annotated exemplars, checklist-style rubrics and transparent grade descriptors. Specify submission formats clearly and state the feedback service level upfront. Where proctoring or timed windows are used, give contingency routes for connectivity issues and provide written follow-ups on any changes to assessment briefs or marking criteria.
How are university support systems working for these cohorts?
Students value access to academic staff and their encouragement during remote study. General student support, however, can feel harder to navigate online. Consolidate signposting into a single source of truth, align virtual office hours with time‑zone‑aware alternatives, and ensure rapid responses through agreed channels. Counselling, wellbeing workshops and personal tutor check‑ins help, but they work best when integrated with teaching touchpoints so support feels part of the programme rather than an add‑on.
How well do students access learning resources?
Access to e‑books, journals and recorded content underpins success in remote study. Students report friction when platforms are fragmented or slow. Make remote‑first materials standard, with captioned recordings, transcripts and low‑bandwidth versions. Library access is appreciated, so extend that strength by simplifying navigation, aligning reading lists with licensing limits, and monitoring usage to address bottlenecks quickly.
What improves interaction in tutorials, seminars, and workshops?
Breakout discussions, assigned roles within groups and concise polls or quizzes stimulate participation and give immediate feedback on understanding. Staff moderation that prompts contribution and keeps focus on the learning outcomes sustains momentum. Provide a short written recap after each session so students who cannot attend live still receive the key learning and can contribute on discussion boards.
What technical challenges matter most?
Inconsistent connectivity, audio problems and platform glitches undermine learning, particularly in discussion‑heavy subjects. Providers can reduce friction with a short online orientation, device‑loan schemes, reliable streaming, and a straightforward route for reporting issues. Monitor the top pain points weekly and close the loop with a brief “what we fixed” update so students see action and regain confidence.
What should providers prioritise next?
Remote learning remains part of the blend for applied psychology. The priorities are assessment clarity, operational rhythm, and asynchronous parity, alongside sustained human contact. Programme teams that protect a predictable pattern for online activity and make criteria and feedback actionable see fewer concerns and better engagement.
How Student Voice Analytics helps you
- Track topic volume and sentiment for remote learning and applied psychology over time, with drill‑downs from provider to school and programme.
- Slice results by mode, age, domicile/ethnicity, disability and subject groups to compare like with like.
- Produce concise, anonymised summaries and representative comments for programme teams and governance.
- Export tables and charts to brief stakeholders and support continuous improvement cycles.
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See all-comment coverage, sector benchmarks, and governance packs designed for OfS quality and standards and NSS requirements.
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