Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Kotera, Yasuhiro; Chircop, James; Hutchinson, Lucy; Rhodes, Christine; Green, Pauline; Jones, Robert-Maxwell; Kaluzeviciute, Greta; Garip, Gülcan

doi:10.1186/s41239-021-00301-x

Cited by 24 publications

(12 citation statements)

References 56 publications

(55 reference statements)

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“…Future research is needed to understand the first-hand experience of Indonesian students. Interview-based research focusing on mental wellbeing constructs [ 66 ] is suitable to deeply appraise internal experiences.…”

Section: Discussionmentioning

confidence: 99%

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

et al. 2022

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The number of Indonesian students in higher education has been increasing rapidly. However, many Indonesian university students report experiencing mental distress. Research on student wellbeing found that self-compassion (i.e., being kind towards oneself in challenging times) and academic engagement (i.e., a commitment and purposeful effort toward study) are essential to students’ mental wellbeing. With the present study, we aimed to assess the mental wellbeing of Indonesian students. A convenience sample of 156 Indonesian students completed self-report measures on mental wellbeing, self-compassion and academic engagement (consisting of vigour, dedication and absorption). To contextualise their mental wellbeing, data from Indonesian students were compared with those from 145 UK students using Welch t-tests. Correlation, regression and mediation analyses were then performed to examine the relationships among these variables. Indonesian students had higher levels of self-compassion and absorption and a lower level of dedication than UK students. Self-compassion and academic engagement explained 36% of variance in mental wellbeing. Self-compassion and vigour were identified as significant predictors of mental wellbeing, whereas self-compassion was the strongest predictor. Lastly, vigour did not mediate the pathway from self-compassion to mental wellbeing. Interventions to support self-compassion and academic engagement, especially vigour, in Indonesian students are recommended to support their mental wellbeing.

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Section: Discussionmentioning

confidence: 99%

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

et al. 2022

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“…One of the human motivations is having a sense of belongingness (Maslow, 1943). However, the online learning environment often isolates learners from their peers, generating a sense of loneliness and lack of face-to-face interactions that are present in the physical classroom setting (Kotera et al, 2021). Other reasons include time conflict with other commitments (Croft et al, 2015) and distress with technology (Hara & Kling, 2003).…”

Section: Online Learning Motivationmentioning

confidence: 99%

Online Learning Motivation During Covid-19 Pandemic

Yong

Thi

2022

Malaysian Journal of Learning and Instruction

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Purpose - Due to the COVID-19 pandemic, the Malaysian government declared a Movement Control Order (MCO) to prevent the spread of the virus. Educational institutions were forced to switch their pedagogy to online learning to complete the semester curriculum, catching academicians and students off-guard that resulted in makeshift online lesson delivery. Previous online learning motivation studies have neglected the impact of an unplanned or sudden transition to online learning during a pandemic on student motivation to learn. This study aims to examine location learning environment, learner-instructor interactions, and self-efficacy of students more succinctly on their learning motivation during an unplanned transition to online learning. Method - This study used a sequential explanatory mixed method strategy with a sample size of 535 randomly collected from a public and two private higher education institutions in Malaysia. IBM SPSS statistical software v22 was used for descriptive statistics. Regression testing was carried out using AMOS statistical software v21 structural equation modeling. Findings - Revealed the importance of location learning environment in fostering student motivation and the positive influence of learner-instructor interactions on students achieving the desired learning outcomes during an unplanned transition to online learning. However, there is no evidence to suggest a causal effect between student self-efficacy and online learning motivation during such conditions. The theoretical implication indicates that having conducive hygiene factors are essential to driving student motivation under such situations. Significance - The COVID-19 pandemic provides opportunities for researchers to examine the role of various motivational theories to explain student motivation in learning under challenging conditions. Educators and students would benefit on ways to increase student online learning motivation in lockdown conditions. Setting up a more efficient online delivery approach could lead to higher student satisfaction and potential enrolment.

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“…These students are less able and less motivated to dedicate additional time to course materials to complete the course, as their outside lives tend to be prioritised over their studies [ 10 ]. Additionally, a lack of belongingness to the university or a learning community sabotages their motivation [ 2 ], accompanied by a strong sense of loneliness [ 11 ]. These factors could help explain the poor performance and high attrition rates associated with online learning [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study

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While the demand for online education and the diversity of online students have been increasing worldwide, how online students motivate themselves to continuously engage in learning remains to be appraised. Research in the face-to-face contexts reports that academic motivation is central to student success and wellbeing, and the type of motivation can differ by subject. In particular, the motivation of business students and healthcare students can differ considerably. This study aimed to understand the motivation of online students, and compare them between business and healthcare students using a concurrent nested mixed-method design with correlation and thematic analyses. A survey regarding motivation, learning enjoyment, and study willingness was responded to by 120 online students (61 business and 59 healthcare). Business students were associated with extrinsic motivation, whereas healthcare students were associated with intrinsic motivation. While students in both groups enjoyed the pursuit of knowledge, healthcare students valued the process and accomplishment, whereas business students regarded education as steppingstones in their careers. Findings can help educators develop effective motivational support for these student groups.

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Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions

Cited by 24 publications

References 56 publications

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

Mental Wellbeing of Indonesian Students: Mean Comparison with UK Students and Relationships with Self-Compassion and Academic Engagement

Online Learning Motivation During Covid-19 Pandemic

Comparison of Academic Motivation between Business and Healthcare Students in Online Learning: A Concurrent Nested Mixed-Method Study

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