The heat map analysis of rhizosphere soil dominant bacterial communities at the genus level in passion fruit with different growth years. حسب Weiwei Lin (2442850)

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Social life consequences of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Overall learning experience. <i><i>Results shown in percentages.</i></i> حسب Katy Andrews (22311170)

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Learn!Bio longitudinal, cross-sectional study 2020-2023: Cohort sizes and participants – overview. حسب Katy Andrews (22311170)

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Skills development and coping strategies as a consequence of the pandemic. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Bioscience students career plans during and after the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Participants perception of wellbeing. حسب Katy Andrews (22311170)

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Challenges and hurdles experienced by bioscience students while working from home. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Covid-19 timeline in the UK: A comprehensive Covid-19 timeline for the United Kingdom from March 2020 to March 2021 detailing national and local restrictions and national lockdowns... حسب Katy Andrews (22311170)

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Personal and social attributes and how these inform student’s perception of post-pandemic teaching and learning. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Students preferences on teaching post-pandemic: <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Participants pathway to resilience at the height of the Covid-19 pandemic. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Consequences of remote and blended learning on participants wellbeing in academic year 2020-2021. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Working at home – students’ workplaces. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Covid-19 pandemic and living arrangements for students. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Learn!Bio study: Grouping of Participants. حسب Katy Andrews (22311170)

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IT technology & the post-pandemic generation of HE learners. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Effects of the third national lockdown on learning for bioscience students. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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Long-term effects of remote learning on current bioscience students. Results displayed in percentages. حسب Katy Andrews (22311170)

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Remote learning: Preferences on recorded content. <i><i>Results displayed in percentages.</i></i> حسب Katy Andrews (22311170)

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