‘I knew I had the support from them’: understanding student support through a student engagement lens

Picton, Catherine; Kahu, Ella R

doi:10.1080/07294360.2021.1968353

Cited by 15 publications

(9 citation statements)

References 31 publications

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“…This is consistent with results from the Likert scale where students reflected that they felt generally supported by staff through the year. Similarly, a study by Picton and Kahu (2021) reported that students who utilised academic support services found them helpful and that support services positively influenced their self-efficacy and ultimately improved their academic performance. Support was also reported to positively influence students' emotions http://www.sajcd.org.za Open Access and increase their sense of belonging to the university community (Picton & Kahu, 2021).…”

Section: Period Of Adjustment and Support Strategiesmentioning

confidence: 95%

“…Student 9 reported that ‘[contracting COVID] set me back a little bit, but luckily I have completed my hours now’, whilst Student 12 commented on the lecturer’s supportive response to load shedding: ‘I emailed the lecturer to tell them about my issue; they were so calm about it and reassured me that there is nothing to worry about’. Successful student strategies can improve well-being, counter negative emotions and help foster positive ones, all of which facilitate students engaging more deeply with their learning (Picton & Kahu, 2021 ).…”

Section: Critical Incident Themesmentioning

confidence: 99%

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Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Barber

Sher

2022

SAJCD

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Background: Understanding the learning experiences of first-year speech–language pathology (SLP) students during the coronavirus disease 2019 (COVID-19) pandemic is essential to ensure that academic staff are able to support and enhance the transition from secondary to tertiary education. An understanding of the student experience could lead to improved support strategies that could be beneficial for the blended learning environment that the University of the Witwatersrand will be entering from 2022.Objectives: This research explored the experiences of first-year SLP students in online learning during the COVID-19 pandemic.Method: An exploratory mixed-method concurrent triangulation design was employed. Quantitative data were collected from likert scales. Qualitative data were collected from critical incident timelines. Themes were identified from both the Likert scales as well as the critical incident timelines using bottom-up thematic analysis.Results: The majority of participants reflected that their online learning through the pandemic in 2021 was successful. The themes that emerged from this year pertain to 2021 and the specific participants however, it provides an important insight that the students’ needs change during a year. As a lecturer, one needs to consider these evolving needs to ensure students have the support that they require to be successful in their learning.Conclusion: This research provided insights into the evolving nature of the support first-year SLP students require in the online learning space during the COVID-19 pandemic.

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Section: Period Of Adjustment and Support Strategiesmentioning

confidence: 95%

Section: Critical Incident Themesmentioning

confidence: 99%

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Barber

Sher

2022

SAJCD

View full text Add to dashboard Cite

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“…Student support services provided by higher education institutions should fulfill students' emotional, academic and social needs. They are a precondition for increasing students' welfare and academic success (Julal, 2013;Picton & Kahu, 2021;Sajiene & Tamuliene, 2012). For graduate employability, over 84% of the respondents felt that their university monitored the quality of internships.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Nguyen

et al. 2023

JL4D

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Students are considered the most essential internal stakeholders in the higher education sector. They play a significant role in quality assurance processes. This study aims to investigate students’ engagement with and perceptions of Vietnamese higher education quality assurance. The study conducted an online survey questionnaire for undergraduate students in five major cities across Vietnam. The researchers utilised convenience sampling method to draw a representative sample from the target population. The 1,323 valid responses were collected and analysed using IBM’s SPSS Statistical Tool. The results show that most of the Vietnamese students were aware of quality policy and quality assurance models implemented at their institutions. The purposes of quality assurance and the focus level of quality assurance were also reported on by the majority of respondents. However, the positive change as to the results of quality assurance implementation was not clearly observed by the students. The paper concludes that Vietnamese students were involved in several major quality assurance processes, and they were aware of only important quality assurance tools implemented at their university.

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“…College students are said to be particularly affected by the pandemic change since they are exposed to greater screen time duration and video conferencing for their educational needs (Guo et al, 2021). On the other hand, since college students are the most productive age group and have more freedom to choose their workplaces (Alcalá, 2014;Barut Tugtekin & Koc, 2020;Caglar et al, 2017), it was preferred to focus on college students in the current study because their levels of fatigue could have a higher detrimental effect on their productivity (Picton & Kahu, 2021;. In summary, the gap in the literature is the necessity to carefully investigate the problematic technology use behavior patterns caused by pandemic settings in today's post-pandemic situations, particularly in higher education.…”

Section: Information and Communication Technologies (Icts) And Overloadmentioning

confidence: 99%

Factors influencing online learning fatigue among blended learners in higher education

Tuğtekin

2023

Journal of Educational Technology and Online Learning

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This cross-sectional study aims to investigate the factors influencing the levels of online learning fatigue among blended learners in higher education amid the post-pandemic era. In this context, a total of 347 college students voluntarily completed an online questionnaire, including the Online Learning Fatigue (OLF) Scale, to determine the fatigue levels and to examine the three-level construct of the OLF. The gender preference in the seven OLF subscales supported the literature that women are more prone to be fatigued. Additionally, the findings supported the structural relationships between the seven factors of the three-level construct of the OLF and produced results that support the theoretical framework for the model to scrutinize online learning fatigue levels in higher education. The regression analysis results supported that information equivocality was a significant predictor of information overload, and that the system complexity and system pace of change were significant predictors of system feature overload. Finally, it supported the three-level construct of the OLF, supporting the notion that system feature overload, communication overload, and information overload are significant predictors of LMSs fatigue. Considering the limitations, the factors that should be addressed to form well-structured online learning settings are scrutinized, and theoretical and practical implications are discussed.

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‘I knew I had the support from them’: understanding student support through a student engagement lens

Cited by 15 publications

References 31 publications

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Exploring the online learning experience of first-year speech–language pathology students in a Johannesburg-based university

Students’ Perception of Quality Assurance in Higher Education in Vietnam: Empirical Evidence and Implications for Face-to-Face and Alternative Modes of Learning

Factors influencing online learning fatigue among blended learners in higher education

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