“Ok—I Need Help from Somewhere”: ‘The Educational Value of Multiplex Student Relationships in a Commuter College’

Abstract

The present mixed-methods study provides insight into how students in higher education describe and form multiplex relationships in a cohort of students attending a commuter college, thereby improving our understanding of the complex relationships within student groups and their relation to learning. The main aim was to understand the student experience of networking with other students, particularly how commuter students perceive their academic multiplex relationships. Relational data were collected in a cohort of students (n = 109), complemented by 15 semi-structured interviews. One main finding was that students perceived that their largely homophilous multiplex relationships were central to academic achievement, but if students also had limited friendship relations these multiplex relationships could limit students’ academic experience. Another finding was how orientation week and group work done during the first semester mainly supported the formation of multiplex networks but were also perceived as barriers by some students. Likewise, commuting both scaffolded network building and became a barrier, especially for students with an immigrant background. One important implication for curriculum development is that faculty cannot leave relationship building to the students alone. A strategic model is discussed that supports emerging multiplex relationships, which can lead to gains in learning, retention, and integration.

Occupational balance and associated factors among students during higher education within healthcare and social work in Sweden: a multicentre repeated cross-sectional study

“…Students with higher OBQ11 in this study report more social support from studymates compared with students with lower OBQ11 and report decreased relationships and collaboration with studymates from semesters 1 to 4, even if there is an increase in semester 6/7. Other research describes that students with many relationships have more ways to get information and opportunities to create friendships that support their studies 58. It has also been described that study-related networks support students in remaining engaged in their studies,30 and that the level of self-regulation of learning and support from studymates is linked to study-related exhaustion among first-year students 59.…”

“…Other research describes that students with many relationships have more ways to get information and opportunities to create friendships that support their studies. 58 It has also been described that study-related networks support students in remaining engaged in their studies, 30 and that the level of self-regulation of learning and support from studymates is linked to study-related exhaustion among first-year students. 59 This, in combination with the findings in the current study, indicates a need to support students in maintaining social relationships during higher education.…”

Board 112: Creating an Institutional Culture of Empowering Faculty for Student-centered Learning through a Pilot Program

“…To further professional development university wide, the CITL hosts one-hour weekly sessions each semester to discuss instructional technology and overall pedagogical best practices. During Fall 2022 workshops included information on critical thinking [9], [10], cognitive load [11], [12], Poll Everywhere, group work [13], [14], feedback [15], [16], and engagement strategies.…”