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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
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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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42
6
104
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
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 place to study
Always Often Sometimes Rarely Never
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
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 the time to study
Always Often Sometimes Rarely Never
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
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
Technical problems in my end, when using study related online tools/platforms
Always Often Sometimes Rarely Never
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
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
Technical problems in my instructor's end, when using study related online tools/platforms
Always Often Sometimes Rarely Never
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
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
2018 SQ science baseline
Biology
2018 SQ hum/theo baseline
Faculty of Theology
Faculty of Humanities
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
2018 SQ baselines are from the Danish national Student Questionnaire (Da. Læringsbarometer)
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
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
2018 SQ science baseline
Biology
2018 SQ hum/theo baseline
Faculty of Theology
Faculty of Humanities
2018 SQ health baseline
Faculty of Health and Medical Sciences (June)
Faculty of Health and Medical Sciences (April)
ALL RESPONDENTS
I can get help and support from my fellow students when I need it
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
23
Figure 8
2018 SQ baselines are from the Danish national Student Questionnaire (Da. Læringsbarometer)
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
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
2018 SQ science baseline
Biology
2018 SQ hum/theo baseline
Faculty of Theology
Faculty of Humanities
2018 SQ health baseline
Faculty of Health and Medical Sciences (June)
Faculty of Health and Medical Sciences (April)
ALL RESPONDENTS
The teachers seem enthusiastic about what they teach
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
24
Figure 9
2018 SQ baselines are from the Danish national Student Questionnaire (Da. Læringsbarometer)
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
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
2018 SQ science baseline
Biology
2018 SQ hum/theo baseline
Faculty of Theology
Faculty of Humanities
2018 SQ health baseline
Faculty of Health and Medical Sciences (June)
Faculty of Health and Medical Sciences (April)
ALL RESPONDENTS
The teachers spend time helping us understand difficult things
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
25
Figure 10
2018 SQ baselines are from the Danish national Student Questionnaire (Da. Læringsbarometer)
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
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
2018 SQ science baseline
Biology
2018 SQ hum/theo baseline
Faculty of Theology
Faculty of Humanities
2018 SQ health baseline
Faculty of Health and Medical Sciences (June)
Faculty of Health and Medical Sciences (April)
ALL RESPONDENTS
The teachers are good at involving the students in the courses
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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
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
2019 SMU biology baseline
Biology
2019 SMU theology baseline
Faculty of Theology
2019 SMU humanities baseline
Faculty of Humanities
2019 SMU health baseline
Faculty of Health and Medical Sciences
ALL RESPONDENTS
My lecturers are easy to contact
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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
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 motivating myself to study
Always Often Sometimes Rarely Never
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
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
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
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
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
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
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
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
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
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
Since the campuses closed in March, have you felt more or less nervous, anxious and on edge?
Much more More Unchanged Less Much less
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
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
Since the campuses closed in March, have you felt more or less lonely?
Much more More Unchanged Less Much less
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
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
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
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
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
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 (April)
Faculty of Health and Medical Sciences
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
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
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
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
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
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
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
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 (April)
Faculty of Health and Medical Sciences
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
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
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
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
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
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
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
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
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
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
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
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
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
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 (April)
Faculty of Health and Medical Sciences
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
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
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
The online oral exam was a good experience
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
It was easy to use the required technology
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
There was a good dialogue between me and the examiner(s)
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
It was easy to visualise my ideas with webcam or shared screen
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
The online format made me less nervous than I usually am at oral exams on campus
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
The grade/result I got is a fair reflection of my ability
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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%
Faculty of Humanities
Faculty of Health and Medical Sciences
ALL RESPONDENTS
I would have preferred to do the oral exam face-to-face
Strongly disagree Disagree Neither agree nor disagree Agree Strongly agree
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
6
9
154
178
8
3
2
2
0
2
11
1
4
36
0
57
4
3
16
9
1
19
132
161
8
2
3
1
11
5
35
0
8
49
2
142
3
3
32
16
9
32
274
331
117
33
21
35
35
23
45
5
36
93
10
251
9
9
43
44
28
291
501
864
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
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
Figure 43
293944
28
231847
57
920
3731
30
3132432
53
6132120
64
331837
65
218
6966
15
05
3282
54
1851
6337
9
6204852
52
1231
4632
55
17
3872
59
115
6066
12
011
4166
40
1956
4334
8
515
4356
41
1822
3630
52
311
3751
58
243
140122
15
124
78150
75
65150
8822
6
1142
98125
54
2165
8485
76
321
80118
108
21155
37323054
17129
257307
147
305374
1363113
45172
258272
112
164250
201133
112
12115
249271
214
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
AlwaysOften
SometimesRarelyNever
Technical problems in my instructor's end, when using…
AlwaysOften
SometimesRarelyNever
Technical problems in my end, when using study…
AlwaysOften
SometimesRarelyNever
Problems motivating myself to study
AlwaysOften
SometimesRarelyNever
Problems finding the time to study
AlwaysOften
SometimesRarelyNever
Problems finding a place to study
AlwaysOften
SometimesRarelyNever
Problems finding a good Internet connection
Preference for distance studies (lockdown) vs campus-based studies (normal situation) broken down by occurence of
practical challenges
Much prefer distance studies Somewhat prefer distance studies
Neutral Somewhat prefer campus-based studies
Much prefer campus-based studies
66
Figure 44
29
29
49
13
7
21
24
63
12
3
7
22
66
13
17
8
16
38
26
37
10
12
26
27
51
8
27
63
54
24
8
26
94
34
9
12
57
86
11
5
10
50
53
40
21
19
38
35
56
28
5
15
64
56
19
1
14
90
40
10
19
58
69
8
2
18
49
60
19
7
18
43
50
34
9
5
21
66
152
84
2
19
167
111
23
45
159
108
12
1
41
125
112
41
8
44
96
96
79
11
19
22
76
336
406
16
30
276
356
163
298
361
182
9
5
248
351
199
42
6
276
325
148
81
15
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
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
Much prefer distance studies Somewhat prefer distance studies
Neutral Somewhat prefer campus-based studies
Much prefer campus-based studies
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?
What is your opinion of that learning experience?
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 many people, including yourself, took part in the online group work?
What is your opinion of that learning experience?
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
What is your opinion of that learning experience?
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…
It is clear to me what I am expected to learn
I can get help and support from my fellow students when I need it
The teachers seem enthusiastic about what they teach
The teachers spend time helping us understand difficult things
The teachers are good at involving the students in the courses
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…
Problems finding a good Internet connection
Problems finding a place to study
Problems finding the time to study
Problems motivating myself to study
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…
It is clear to me what I am expected to learn
I can get help and support from my fellow students when I need it
The teachers seem enthusiastic about what they teach
The teachers spend time helping us understand difficult things
The teachers are good at involving the students in the courses
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
What is your opinion of that learning experience?
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
What is your opinion of that learning experience?
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?
How many people, including yourself, took part in the online group work?
What is your opinion of that learning experience?
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?