Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness

Kaufmann, Renee; Vallade, Jessalyn I.

doi:10.1080/10494820.2020.1749670

Cited by 150 publications

(146 citation statements)

References 46 publications

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“…Many students report feeling isolated and distant when learning online; they miss the faceto-face connections and interactions they experience in traditional face-to-face classes (Kaufmann & Vallade, 2020). These feelings can be exacerbated during text-based discussions commonly found in asynchronous discussion forums.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, asynchronous text-based discussions enable learners to interact with each other, course content, and their instructors at their own time and place-a hallmark of distance education (Aloni & Harrington, 2018;Moore, 2016;Poll et al, 2014). Research has also shown that they can promote reflection, encourage equitable participation, and foster the development of learning communities for students (Arend, 2009;Hrastinski, 2008;Johnson, 2008;Maddix, 2012), which in turn can help decrease feelings of isolation or disconnectedness that can be common among online learners (Kaufmann & Vallade, 2020;Rourke, Anderson, Garrison, & Archer, 1999).…”

Section: Exploring Student Perceptions Of Flipgrid In Online Coursesmentioning

confidence: 99%

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Exploring Student Perceptions of Flipgrid in Online Courses

Lowenthal

Moore

2020

OLJ

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Asynchronous video-based discussions have affordances that can address some of the constraints of asynchronous text-based discussions. However, little research has been conducted on the use of asynchronous video-based discussions in online courses. As a result, the purpose of this exploratory study was to investigate students’ perceptions of using Flipgrid for asynchronous video-based discussions in fully online courses. We used a cross-sectional survey design to survey 79 students who used Flipgrid in a fully online course. Students overall reported that they liked using Flipgrid, it was easy to use, and that it helped improve social presence. In this paper, we will report the results of our inquiry and implications for research and practice.

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Section: Discussionmentioning

confidence: 99%

Section: Exploring Student Perceptions Of Flipgrid In Online Coursesmentioning

confidence: 99%

Exploring Student Perceptions of Flipgrid in Online Courses

Lowenthal

Moore

2020

OLJ

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“…Tidak semua guru dan siswa siap dalam menghadapi perubahan sistem pembelajaran di masa pandemi ini (Morgan, 2020). Kondisi ini menuntut guru perlu terampil dalam menerapkan berbagai cara untuk melakukan pembelajaran daring dengan efektif (Kaufmann & Vallade, 2020). Guru yang tidak pernah menggunakan media daring harus berusaha lebih keras untuk menyesuaikan kemampuannya dengan tuntutan saat ini.…”

Section: Hasil Dan Pembahasanunclassified

“…Kemandirian siswa memang berperan dalam terciptanya keberhasilan pembelajaran daring (Rusdiana & Nugroho, 2020). Komunikasi yang baik antara pengajar dengan siswa juga menjadi hal yang penting dalam mewujudkan pembelajaran daring yang efektif (Kaufmann & Vallade, 2020;Shukla et al, 2020). Adanya umpan balik positif dari pengajar juga membuat proses pembelajaran daring menjadi lebih menyenangkan bagi siswa (Pakpahan & Fitriani, 2020 Menerima kenyataan yang ada menjadi pilihan solusi bagi siswa untuk mengurangi kecemasan dalam menjalani pembelajaran daring.…”

Section: Hasil Dan Pembahasanunclassified

Faktor Pemicu Kecemasan Siswa dalam Melakukan Pembelajaran Daring di Masa Pandemi Covid-19

Oktawirawan

2020

JIUBJ

142

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Students in Indonesia conduct online learning from home in an effort to socially distancing during the covid-19 pandemic. The purpose of this study is to determine the triggers of anxiety experienced by students and the efforts made to overcome these anxieties. This study involved 74 informants who were high school students in Indonesia. Informants were asked to fill in open questions related to research topics through online forms. The results showed that the triggers for students' anxiety during online learning are difficulty understanding the material, difficulty working on assignments, the availability and condition of the internet network, technical obstacles, and concerns about subsequent assignments. The efforts made to overcome these anxieties are self-study, immediate work on assignments, discussion with teachers and friends, praying, self-encouraging, and doing other activities such as watching movies, listening to music, playing games, sleeping, eating, and doing sports.

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“…However, this would miss some key points Borup et al make throughout their article. Students taking online courses often report feeling isolated or alone (Kaufmann & Vallade, 2020), which is likely to increase in the coming months due to COVID-19. However, as Borup et al found in this study, and previous research suggests, asynchronous video can help increase affective communication which can help establish and increase social presence (see Borup, West, & Graham, 2012;Lowenthal, 2014;Lowenthal & Dunlap, 2018), which research suggests in turn can decrease loneliness and increase retention in online courses (see Boston et al, 2009;Liu, Gomez, & Yen, 2009).…”

Section: Applicationmentioning

confidence: 99%

Video feedback: is it worth the effort? A response to Borup et al.

Lowenthal

2020

Education Tech Research Dev

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It is easier than ever to provide video feedback. Research has shown that video feedback, among other things, can help increase conversational and affective communication. However, research also suggests that despite its benefits, instructors and students might prefer text-based feedback. The following paper responds to research by Borup, West, and Thomas (Educ Technol Res Dev 63(2): 161–184. 10.1007/s11423-015-9367-8, 2015), describes the value of their research, how it can be applied, some limitations, and future areas of research in a time where colleges are shifting to digital.

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Exploring connections in the online learning environment: student perceptions of rapport, climate, and loneliness

Cited by 150 publications

References 46 publications

Exploring Student Perceptions of Flipgrid in Online Courses

Exploring Student Perceptions of Flipgrid in Online Courses

Faktor Pemicu Kecemasan Siswa dalam Melakukan Pembelajaran Daring di Masa Pandemi Covid-19

Video feedback: is it worth the effort? A response to Borup et al.

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