https://northumbriajournals.co.uk/index.php/npb <p>The overall aim of this brand new, peer-reviewed, open-access journal is to showcase the range of high-quality empirical research projects conducted by students within Northumbria University's Department of Psychology.</p> <p>This journal currently accepts research articles in any area of psychology from current, or previous, students within the department. This journal adopts a fully Open Access and Open Science approach. This journal is run by the academic staff within the Department of Psychology, and was founded in Autumn 2023. The journal will publish two issues per year (April and October).</p> <p>Instructions for authors, and the journal policies, can be found here: <a href="https://www.northumbriajournals.co.uk/index.php/npb/about/submissions">Submission Guidelines &amp; Instructions for Authors.</a></p> <p>More information about the Department of Psychology can be found here: <a title="Departmental Homepage" href="https://www.northumbriajournals.co.uk/index.php/nspj/management/settings/(https:/www.northumbria.ac.uk/about-us/academic-departments/psychology/">Northumbria University Department of Psychology</a>, and the Department of Psychology blog can be found here: <a href="https://northumbriapsy.com/">Northumbria University - Department of Psychology Blog.</a></p> <p>ISSN: 3033-4225</p> Northumbria University en-US Northumbria Psychology Bulletin 3033-4225 https://northumbriajournals.co.uk/index.php/npb/article/view/1430 <p>The COVID-19 restrictions had a significant impact on higher education in the UK, with the majority of teaching moving to online delivery. We conducted semi-structured interviews with 16 students who were studying at universities across the United Kingdom in order to explore student experiences of digital teaching in the wider context of the COVID-19 pandemic restrictions. Thematic analysis was used to analyse the results. Two key themes with associated themes were identified. The first theme explored students’ experiences of the move to e-learning, the support that was offered, and the perceived impact on their academic performance. The second theme explored the wider impact on students, in relation to opportunities for work experience, social relationships, future prospects, and mental health. The results illustrated that the sudden move to online learning left many students feeling disengaged from their learning; worried about their future prospects, socially isolated and experiencing poorer mental health. Implications for the provision of online education are discussed</p> Karen McKenzie Chloe McGlynn Lana Finneran Clara O'Shea Copyright (c) 2024 Karen McKenzie, Chloe McGlynn, Lana Finneran, Clara O'Shea https://creativecommons.org/licenses/by/4.0 2024-04-23 2024-04-23