Psychological Engagement of Students in Distance and Online Learning

Vayre, Émilie; Vonthron, Anne‐Marie

doi:10.1177/0735633116656849

Cited by 92 publications

(76 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because virtual communities also affect group identity, those network relations in social media of the friend-networking site type affect group identity and classroom group management in the online and offline classroom (Ho & Lin, 2016). Vayre and Vonthron (2017) showed that social support and social integration play an important role in student engagement with online learning environments and that loneliness is related to disengagement from such studies. When students feel lonely due to the lack of social interactivity online, they tend to finally drop their online course (El Said, 2016).…”

Section: Discussion and Theoretical Implicationsmentioning

confidence: 99%

“…Schools should consider that using social networks might intensify lonely students’ feelings of frustration, because their expectations of being entertained and socially included may not be met. In particular, these teenagers may still feel lonely when communicating online in a social media learning environment, and loneliness may interfere with their academic engagement and performance in online courses (El Said, 2016; Vayre & Vonthron, 2017). For those students, a traditional face-to-face setting may be a more appropriate and gratifying approach.…”

Section: Discussion and Theoretical Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

Gratifications on Social Networking Sites: The Role of Secondary School Students’ Individual Differences in Loneliness

López

Hartmann

Apaolaza

2017

Journal of Educational Computing Research

View full text Add to dashboard Cite

Social networking sites, such as Myspace and Facebook, have become popular online communities with large teenage user populations who engage in social media to interact, play, explore, and learn. Research based on uses and gratifications theory has revealed that among the gratifications on social media most sought specifically by adolescents between 12 and 18 years old are meeting new people, satisfying teenagers' need to belong, and being entertained. Previous research also points to possible differences in the perception of gratifications among users of different media, depending on their level of loneliness. The current study examines whether associations between loneliness and gratifications obtained by adolescent social media users vary across different levels of loneliness. We conducted a survey among 344 Spanish secondary school students with an online profile on the Spanish friend-networking site Tuenti. Mixture modeling identified three classes of students with different levels of loneliness and distinct relationships between loneliness and gratifications for each class. This study contributes to more specific knowledge of the relationship between use of a friend-networking site by lonely teenagers

show abstract

Section: Discussion and Theoretical Implicationsmentioning

confidence: 99%

Section: Discussion and Theoretical Implicationsmentioning

confidence: 99%

Gratifications on Social Networking Sites: The Role of Secondary School Students’ Individual Differences in Loneliness

López

Hartmann

Apaolaza

2017

Journal of Educational Computing Research

View full text Add to dashboard Cite

show abstract

“…In spite of the growing popularity of dual and jointly-taught degrees, research exploring students' views is limited, but a study conducted in Australia by Russell, Dolnicar and Ayoub (2008) showed how one of the main reasons for dissatisfaction was assessment incongruences and how ten years later this is still the main problem to tackle (Steel and Huggins, 2016). The distance learning aspect amplifies any issue arising in a jointly-taught degree, due to delayed or asynchronous feedback from and interaction with peers and instructors and a much more delicate and fragile sense of community than that oncampus students (Vayre & Vonthron, 2017). Hence, effective organisation and curriculum delivery of a jointly-taught programme require being proactive and fostering dialogue among all stakeholders involved (El-Mansour, 2011).…”

Section: Discussionmentioning

confidence: 99%

Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university

Sbaffi

Bennett

2019

Journal of Higher Education Policy and Management

View full text Add to dashboard Cite

This paper reports the results of a primary data collection exercise conducted with postgraduate students enrolled at a large Russell Group university in the UK. The aim of this study was to gain insights of students' experience of a jointly-taught, distance learning, parttime postgraduate programme. A mixed-methods approach involving an online survey and semi-structured interviews was adopted. The results show that students concentrated their perceptions on three main areas: the academic content of the programme, seen as current, interesting and relevant to the students' professional lives; delivery processes, including the advantages of the flexibility and tailored approach but also the disadvantages of being exposed to different teaching styles and lack of face to face interaction; finally, the administrative and practical aspects, accounting for the majority of complaints and worries due to the discrepancies across the two schools responsible for the delivery of the programme. Differences in experience also emerged depending on gender and year of enrolment within the programme.

show abstract

“…Capability attainment in online learning environments support a sense of belonging when students have greater awareness of their strengths within a curriculum, and social relations are established. Transition into a university is important in the student lifecycle and requires well-constructed orientation, teacher, and professional support linked to the psychological and sociological aspects of wellbeing (Vayre & Vonthron, 2016). First-generation university attendees may lack the cultural practices to successfully manage transition to higher education (Carroll-Meehan & Howells, 2018) with those beyond the transition period continuing to require human contact which may be lacking in fully online units of study.…”

Section: Early Meaningful Engagement and Sense Of Belongingmentioning

confidence: 99%

Addressing student attrition within higher education online programs through a collaborative community of practice

Canty

Chase

Hingston

et al. 2020

JALT

View full text Add to dashboard Cite

Student retention is a key strategic issue in higher education affecting student experience, university funding, and reputation. It is critical for institutions to identify factors that impact upon student success, build effective strategies to enhance student outcomes, and respond to the emerging evidence-base of distance student engagement. The University of Tasmania has one of the highest attrition rates in Australia, at 28 percent for commencing bachelor students. Studying by distance is a known risk factor affecting attrition and it is vital that we understand the challenges that 'at risk' distance students face when they engage in higher education and how to best support them for success. This study describes a Community of Practice approach that identified four key challenges to reduce student attrition in online degree programs: (i) the importance of knowing your students, (ii) the difficulty in getting reliable data, (iii) the need for 'belonging' for online students and early, meaningful engagement, and (iv) student access to known academics. With no magic bullet to reduce student attrition rates, we present a range of targeted and connected early interventions designed to support students to succeed and enhance their learning experience.

show abstract

Psychological Engagement of Students in Distance and Online Learning

Abstract: International audienceà veni

Cited by 92 publications

References 49 publications

Gratifications on Social Networking Sites: The Role of Secondary School Students’ Individual Differences in Loneliness

Gratifications on Social Networking Sites: The Role of Secondary School Students’ Individual Differences in Loneliness

Postgraduate students’ experience of a jointly-taught, distance learning degree: the example of a Russell Group university

Addressing student attrition within higher education online programs through a collaborative community of practice

Contact Info

Product

Resources

About