Abstract:
Across the globe, the Coronavirus has impacted on every aspect of society, including
Institutions of Higher Education. This article serves three purposes. Firstly, the authors reflect
on one university’s response to the pandemic in ensuring continuity of teaching and learning
via virtual methods. Secondly, the authors qualitatively explore and report on Criminology
lecturers’ experiences regarding online teaching and assessment. Lastly, the authors present
the findings of a survey among 322 students registered for undergraduate Criminology in the
second academic term of 2020. At the institutional level, the University was in the fortunate
position of already having had online learning mechanisms in place, although the decision to
move teaching and learning fully online and within a relatively short timeframe caused
uncertainty and stress in lecturers and students. Inequalities surfaced, since not all students
had access to data and equipment needed for online learning. Adapting to online lecturing and
assessment stimulated creativity in lecturers as new, alternative ways featured of promoting
critical thinking and application of knowledge in students. Nevertheless, Criminology lecturers
expressed concerns about the mental health of students and, in the absence of in-person contact
with students, the inability of gauging whether students understand module content. In an
attempt to leave no student behind, lecturers even made use of social media to communicate
study material with students and to enquire about their wellbeing. The survey results show that
the majority of students moved back to their families before lockdown commenced. Students
spent significantly (r = 0.49) more time on online learning during lockdown, and nearly half
were worried about successfully completing the academic year. Two-thirds of students stated
that the change in teaching methods caused them stress. Overall, the results suggest that
teaching and learning of undergraduate Criminology will move towards a hybrid, more
student-centred approach at the University.
