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This paper presents 15 student perspectives, including international and domestic students, from a Melbourne university studying a Master of Teaching (Secondary) during heightened social distancing restrictions. Semi-structured interviews supported inductive thematic qualitative analysis. Findings highlight both affordances of convenience and challenges related to relational and structural aspects of remote teaching and learning. Relational difficulties included peer collaboration, seeking informal academic advice and feedback, and maintaining participation and engagement, informing post-Covid-19 teacher education design and student support.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/anxious-disconnected-and-missing-out-but-oh-so-convenient-tertiary-students-perspectives-of-remote-teaching-and-learning-with-covid-19/594093/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/anxious-disconnected-and-missing-out-but-oh-so-convenient-tertiary-students-perspectives-of-remote-teaching-and-learning-with-covid-19/594093.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What student perspectives does the paper analyze?","Question",{"text":112,"@type":113},"The paper analyzes 15 perspectives from international and domestic tertiary students enrolled in a Master of Teaching (Secondary) at a Melbourne university during heightened social distancing restrictions.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What research method is used to identify themes?",{"text":117,"@type":113},"The study uses inductive thematic qualitative analysis based on semi-structured interviews, allowing themes to emerge from student responses.",{"name":119,"@type":110,"acceptedAnswer":120},"What challenges do students report most strongly?",{"text":121,"@type":113},"Students report relational challenges such as peer collaboration difficulties, trouble seeking informal advice and feedback from academics, and reduced participation and engagement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594093,1792162123,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 9 | Article 4 |\n| --- | --- |\n| 2022\u003Cbr>Anxious, Disconnected and‘Missing Out’, but Oh So Convenient: Tertiary Students’Perspectives of Remote Teaching and Learning with Covid-19\u003Cbr>Melissah B. Thomas Victoria University\u003Cbr>Helen Widdop Quinton Victoria University\u003Cbr>Zali Yager\u003Cbr>Victoria University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Higher Education and Teaching Commons |  |\n\nRecommended Citation  \nThomas, M. B., Widdop Quinton, H., & Yager, Z. (2022) . Anxious, Disconnected and ‘Missing Out’, but Oh So Convenient: Tertiary Students’ Perspectives of Remote Teaching and Learning with Covid-19 . Australian Journal of Teacher Education, 47(9) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n9.4](http://dx.doi.org/10.14221/ajte.2022v47n9.4)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss9/4](https://ro.ecu.edu.au/ajte/vol47/iss9/4)  \nAnxious, Disconnected and ‘Missing Out’, but Oh So Convenient: Tertiary Students’ Perspectives of Remote Teaching and Learning with Covid-19  \nMelissah Thomas  \nVictoria University  \nHelen Widdop Quinton  \nVictoria University  \nZali Yager  \nVictoria University  \nAbstract: The higher education sector has learnt a great deal in the online delivery shift due to Covid-19, however, student voice has been underrepresented in literature. This paper reveals 15 student perspectives, including both international and domestic students, who were studying a Master of Teaching (Secondary) at one university in Melbourne, Australia, during heightened social distancing restrictions. The inductive thematic qualitative data analysis collected through semi-structured interviews showed opportunities and  \nchallenges of learning experiences. Emergent themes found  \naffordances of convenience and challenges of relational and  \nstructural aspects of teaching and learning. Relational aspects of  \nlearning were more challenging, including peer collaboration,  \nseeking informal advice and feedback from academics, and  \nparticipation and engagement. We recommend the inclusion of  \nstudent voice to guide post Covid-19 teacher education design  \nrecommend several areas of support to guide a humanising and  \npersonal connection into the remote learning environment.  \nIntroduction  \nCovid-19 had an unprecedented impact, including an immense shift in the education sector worldwide. In response to the highly contagious effects of the Covid-19 virus, social isolation practices were implemented. This meant that universities were required to rapidly redesign programs to fit virtual environments to remain operating worldwide (Clapsaddle et al., 2021; Crawford et al., 2020) . Students who had chosen face-to-face learning experiences were forced to experience a form of distance education, continuing through periods of uncertainty through synchronous, asynchronous, or hybrid deliveries of teaching and learning. Tertiary academics attempted to transition their usual practices into fully online environments in an “emergency remote teaching” program (Hodges et al., 2020) . With this implementation of a novel program, there were opportunities and challenges experienced by students. These student perspectives ofthe fully online classes during the pandemic offer insights useful for informing future online teaching program design.  \nCovid-19 Impacts on Higher Education  \nAlthough learners' and teachers' mental health and wellbeing are not traditionally considered in the context of education, the broad perspective of the pandemic and the rapid speed of change renders its consideration. The mere fact that this seismic shift resulted from a global pandemic meant that poor mental health and wellbeing were potentially a by-product of this global shift and uncertainty (F","cbCaid4lVoVludeb","https://ap.wps.com/l/cbCaid4lVoVludeb","pdf",296084,"English","# Introduction\n## Covid-19 Impacts on Higher Education\n## Digitally Supported Remote Delivery","[{\"question\":\"What student perspectives does the paper analyze?\",\"answer\":\"The paper analyzes 15 perspectives from international and domestic tertiary students enrolled in a Master of Teaching (Secondary) at a Melbourne university during heightened social distancing restrictions.\"},{\"question\":\"What research method is used to identify themes?\",\"answer\":\"The study uses inductive thematic qualitative analysis based on semi-structured interviews, allowing themes to emerge from student responses.\"},{\"question\":\"What challenges do students report most strongly?\",\"answer\":\"Students report relational challenges such as peer collaboration difficulties, trouble seeking informal advice and feedback from academics, and reduced participation and engagement.\"}]","Anxious, Disconnected and ‘Missing Out’, but Oh So Convenient: Tertiary Students’ Perspectives of Remote Teaching and Learning with Covid-19 | PDF",1792078521,48]