Supporting Students when lecturing from home: An evaluative inquiry of lecturers’ perceptions

When universities switched to new forms of online teaching during the pandemic, how students were supported during this time is still not fully understood. Based on qualitative interviews with ten academics from five UK universities, this case study examines the nature of student support and its effectiveness. A framework analysis of data reveals how lecturers, despite the increased workload, adopted an ‘always on’ mindset, and embraced a high-touch, low-tech approach to student support. Although evidence of systematic evaluations was not found, the study highlights, even in this unprecedented time of change, how support provisions were shaped by students’ needs. The study’s unique contribution lies in its optimistic emphasis on the lecturers’ empathy that underpinned these innovative support functions and on the contextual urgency that facilitated better internal collaborations to improve student support.