From Face-To-Face to the Online Space: The Continued Relevance of Connecting Students With Each Other and Their Learning Post COVID-19

Garrad, Traci-Ann; Page, Angela

doi:10.3389/feduc.2022.808104

Cited by 5 publications

(2 citation statements)

References 44 publications

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“…Belonging is inherently relational (Kahu & Nelson, 2018), but students in online learning settings learn remotely from each other and the teacher. Recent empirical evidence indicates greater feelings of isolation and, accordingly lower sense of belonging (Garrad & Page, 2022) and higher attrition rates for online courses (Shelton, Hung, & Lowenthal, 2017).…”

Section: Background Learning and Belonging In Online Learningmentioning

confidence: 99%

‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

Lim¹,

Atif²,

Farmer³

2022

APUBS

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While online learning offers much flexibility for students in terms of time and place, students’ experiences of online learning have been less than positive. A sense of belonging is key to students’ success and retention in any learning environment. Teaching or teacher presence is significant for setting a climate for belonging. However, few studies have documented how teachers can foster students’ sense of belonging in online settings and students’ experience of these initiatives. This paper presents an exploratory case study of a teacher’s initiatives to foster students’ belonging in an online subject by amplifying teacher presence through technology-mediated, personalised feedback embedded within interactive, engaging subject design. Students’ experiences of the subject and perceptions of their personalised feedback were captured through surveys and focus groups. Together, the findings indicate that the primary role of personalised feedback in fostering belonging was building connectedness between the teacher and students, thereby enhancing students’ motivation to learn in the subject. The findings also resonate with other research highlighting the importance of teacher presence throughout the subject, not just during synchronous classes.

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Section: Background Learning and Belonging In Online Learningmentioning

confidence: 99%

‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

Lim¹,

Atif²,

Farmer³

2022

APUBS

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“…These measures impacted the lives of university students in several ways. Despite some potential advantages (e.g., the flexibility of remote learning, that allows students to learn at their own pace or to schedule lessons around other daily activities), the necessity to switch to online learning caused by the pandemic presented a number of challenges for university students, such as difficulties to engage during online classes or to develop a sense of belonging due to limited opportunities for socializing [ 17 ]. Apart from the effects of social isolation, these measures may also have had an impact on students’ mental health through financial losses.…”

Section: Introductionmentioning

confidence: 99%

Financial Loss and Depressive Symptoms in University Students During the First Wave of the COVID-19 Pandemic: Comparison Between 23 Countries

Tancredi

Burton-Jeangros²,

Ruegg³

et al. 2022

Int J Public Health

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Objectives: To assess the association between students’ financial loss and depressive symptoms during the first wave of the coronavirus disease 2019 (COVID-19) pandemic and whether this association varied by countries having different levels of lockdown measures.Methods: This cross-sectional survey, conducted in spring 2020, included 91,871 students from 23 countries. Depressive symptoms were measured using the shortened Center for Epidemiological Studies Depression Scale and information on lockdowns retrieved from the COVID-19 government response tracker. The association between financial loss and depressive symptoms was investigated estimating prevalence ratios (PR) with multilevel Poisson models.Results: Some 13% of students suffered financial loss during the lockdown and 52% had a relatively high depression score, with large between-countries differences. Minimally and maximally adjusted models showed a 35% (PR = 1.35, 95% Confidence Interval (CI) = 1.29–1.42) and 31% (PR = 1.31, 95% CI = 1.26–1.37) higher prevalence of depressive symptoms in students who lost economic resources compared to students with stable economic resources. No substantial differences in the association were found across countries.Conclusion: Depressive symptoms were more frequent among students who suffered financial loss during the pandemic. Policy makers should consider this issue in the implementation of COVID-19 mitigating measures.

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Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic

Sharma

Nath

2023

Educational Research

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From Face-To-Face to the Online Space: The Continued Relevance of Connecting Students With Each Other and Their Learning Post COVID-19

Cited by 5 publications

References 44 publications

‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

‘Made good connections’: Amplifying teacher presence and belonging at scale through learning design and personalised feedback

Financial Loss and Depressive Symptoms in University Students During the First Wave of the COVID-19 Pandemic: Comparison Between 23 Countries

Pre-service teachers’ experiences of remote online learning: reimagining teacher education post-pandemic

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