Community and connectedness in online higher education: a scoping review of the literature

Trespalacios, Jesús; Snelson, Chareen; Lowenthal, Patrick R.; Uribe-Flórez, Lida J.; Perkins, Ross A.

doi:10.1080/01587919.2020.1869524

Cited by 29 publications

(22 citation statements)

References 51 publications

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“…Like in the case of face-to-face learning, conscious online learning communities should be established as well [16,43]. Belonging to a community is of utmost importance in distance learning, as is the development of meaningful relationships with one's instructors and classmates and having goals and interests similar to groupmates [44]. Students should be aware of reasons for such changes and how they can accept this [14].…”

Section: Discussionmentioning

confidence: 99%

Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

et al. 2021

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The pandemic COVID-19 period in education has brought many challenges to all organizations. The activities of the higher educational institutions are being affected and the situation may last for a long time. Under the current circumstances, it is important to shift to distance learning through online processes and improve educational processes at all organizational levels. Institutions have to ensure successful distance or remote learning process by identifying their opportunities, meeting challenges, and establishing the sustainable quality factors for remote or distance learning. This study aimed at identifying the pandemic-induced qualitative changes in studies that have occurred at the levels of university authorities, lecturers, and students. Universities of Lithuania were taken as a case study. The novelty of the research lies in the fact that the focus of analysis is not on the negative effects of the pandemic observed in higher education studies but on finding positive qualitative changes that are also of importance to future studies. Phenomenographic qualitative research strategy was chosen in the research and 15 in-depth semi-structured interviews with experts in university studies were conducted. Seven categories were distinguished during the research representing qualitative changes in studies at three levels—authorities, lecturers, and students. The discussed levels seemed to have a mutual effect on each other. The external motivation of leaders and the support and establishment of work and online study conditions encouraged both external and internal qualitative changes in studies from the perspective of lecturers as well as students.

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Section: Discussionmentioning

confidence: 99%

Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

et al. 2021

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“…The self-discipline mechanism is self-controlled in online learning. Online courses are highly flexible and require high levels of self-control ( 47 ). Unfortunately, some students, they concentrate on time and rush to complete the learning tasks, play the lecture videos without watching them, and use software to swipe lessons ( 48 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

Zhu

Zhao

Wang

et al. 2022

Front. Public Health

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With the spread of COVID-19 worldwide, online education is rapidly catching on, even in some underdeveloped countries and regions. Based on Bandura's ternary learning theory and literature review, this paper takes online learning of college students as the research object and conducts an empirical survey on 6,000 college students in East China. Based on literature review and factor analysis and structural equation model, this paper discusses the relationship among learning cognition, learning behavior, and learning environment in online learning of college students. The learning behavior includes interactive communication, self-discipline mechanism, classroom learning, and study after class. The learning environment includes teaching ability, knowledge system, platform support, process control, and result evaluation; learning cognition includes learning motivation, information perception, and adaptability. It is found that the learning environment has a significant positive impact on learning behavior, and learning cognition has a significant positive impact on learning behavior. It is uncertain whether the learning environment significantly impacts learning cognition. At the learning environment level, the teaching ability (0.59) has the most significant impact on the learning environment, followed by result evaluation (0.42), platform support (0.40), process control (0.33), and knowledge system (0.13). In terms of the influence on learning behavior, classroom learning has the most significant impact (0.79), followed by self-discipline mechanism (0.65), study after class (0.54), and interactive communication (0.44). In terms of learning cognition, information perception (0.62) has the most significant influence, followed by learning motivation (0.50) and adaptability (0.41). This paper suggests strengthening the construction of platforms and digital resources to create a more competitive learning environment. Improve process management and personalized online services, constantly stimulate students' enthusiasm for independent online learning, and cultivate students' online independent learning ability to promote the sustainable and healthy development of online education.

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“…Previous research has also enhanced the understanding of the social aspects of the processes (Panadero & Järvelä, 2015). This has further called for the development of learning activities that support students' cooperation, participation and communality in online and remote settings (Chatterjee & Correia, 2020;Trespalacios et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

2021

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This paper focuses on the process of development in remote and hybrid learning contexts in university students’ everyday life. Development is seen as a change in the person-environment relationship and indicates the development of the whole system. To understand development, we need to look at everyday life and participants’ grounds for action in everyday practices. The process of development is explored from the systemic person-environment perspective using cultural-historical concepts. Our understanding of students’ everyday life and empirical research processes has been strongly inspired by the subject-scientific approach. The research material consists of descriptions from 39 university students’ descriptions about their everyday lives while studying at home. The students observed and wrote about the conduct of everyday life as part of their studies. In a student’s everyday life, development occurs in relation to multiple conditions and meaning structures, which—from the standpoint of the subject—are seen as possibilities for action and experience. The results reveal four general ways of relating to the surrounding conditions and possibilities. Further, the results highlight the role of open spaces and structures in development. Remote students’ four ways of relating to possibilities for action are (1) balancing, (2) floating, (3) paralysing and (4) redefining. The study brings critical insights into continuous balancing and regulating of the demands between different life scenes and highlights the crucial elements of technology-mediated remote life in general: participations, transitions and the paradox of flexibility.

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Community and connectedness in online higher education: a scoping review of the literature

Cited by 29 publications

References 51 publications

Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

Pandemic-Induced Qualitative Changes in the Process of University Studies from the Perspective of University Authorities

Effects of Online Learning on College Students in Eastern China: A Structural Equation Model

‘I Try to Remember That This Is Temporary’: Continuous Balancing in Remote Students’ Everyday Life

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