Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments

Ragusa, Angela T.; Crampton, Andrea

doi:10.1080/10371656.2018.1472914

Cited by 72 publications

(43 citation statements)

References 27 publications

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“…The importance of communication and feedback from online teachers has been highlighted in other research studies (Delahunty, Verenikina, & Jones, 2014;Kuiper, 2015;Lambrinidis, 2014) with Ragusa and Crampton (2018), for example, finding that "the quality and timeliness of lecturer feedback was the most valued form of learning connection identified by students irrespective of course" (p.15). One of the difficulties for experienced, dedicated online teachers was a lack of recognition from within their institutions of the time it takes to engage and support online students effectively:…”

Section: The Vital Role Of 'Teacher-presence'mentioning

confidence: 96%

Online learning in Australian higher education: Opportunities, challenges and transformations

Stone

2019

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Higher education is being rapidly transformed by the growth in online learning, with an increasing number of universities worldwide offering degree programs in online, distance modes of study. Australian education has a long history of 'distance education', primarily offered by regional universities. With the digital communication advances of the 21st century, traditional 'correspondence' study has transformed into online learning, with many more universities, both metropolitan and regional, offering undergraduate degree programs that can be completed entirely online. While this can provide a significant opportunity for further widening of participation in higher education, Australian and international research indicates that much needs to be done to improve the higher attrition rates currently associated with online learning. This paper draws on the findings of three separate yet related Australian research projects, to compare student and staff perspectives on ways to improve outcomes in online learning.

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Section: The Vital Role Of 'Teacher-presence'mentioning

confidence: 96%

Online learning in Australian higher education: Opportunities, challenges and transformations

Stone

2019

SUCCESS

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“…Live sessions, facilitated by teleconferencing software, were utilized by many universities (Brassett et al, 2020;Longhurst et al, 2020;Pather et al, 2020). Software packages such as "Zoom" (Zoom Voice Communications Inc., San Jose, CA) allow for interaction in several ways, including participant video feed, instant polling, chat functions (written and spoken) and breakout rooms, all of which can help the tutor give student feedback and boost student motivation and engagement (Martin and Bolliger, 2018;Ragusa and Crampton, 2018;Brown and Finn, 2020). Software packages also permit using a flipped-classroom approach, as well as facilitating clinically relevant problem-solving activities.…”

Section: Adaptations To Anatomy Teaching During the Covid-19 Lockdownmentioning

confidence: 99%

Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland

et al. 2021

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It is critical that academic opinion of pandemic pedagogy is comprehensively quantified in order to inform future practices. Thus, this study examines how anatomists in the United Kingdom (UK) and Republic of Ireland (ROI) perceive the teaching adaptations made in response to COVID‐19, and how these adaptations have impacted their experiences teaching, their online work environment and community. Data was collected via a questionnaire from 24 anatomists across 15 universities in the UK (11) and ROI (4). With regards to teaching, 95.6% of academics have upskilled in new technologies to meet the demands of distance teaching. Academics (95.8%) preferred face‐to‐face delivery of practical sessions. Most universities (80.0%) reported that practical sessions will continue in a new form that ensures social distancing. However, 50.0% of academics are uncertain if these adaptations will improve student learning. Many anatomists believe that the new adaptations may hinder student–student (66.7%) and student–tutor (45.8%) interactions. Regarding assessment, 52.6% of academics preferred traditional methods to online. Remote online assessment was difficult to protect against collusion, but provided time saving opportunities for academics. Finally, in terms of working environment, 83.3% of academics stated that their workload increased; 54.2% preferred working on site rather than remotely and 79.2% think that staff interactions are better when working on site. These results demonstrate a widespread concern amongst anatomists regarding the pandemic‐induced adaptations to teaching, assessment and working environment. However, important opportunities were also identified that could ultimately serve to benefit students and educators alike.

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“…Recent research into online student persistence and retention points to the importance of institutional knowledge and understanding of the particular needs of the online cohort, combined with strategies such as engaging and interactive learning design; regular and meaningful tutor-student contact; support from other students or "study-buddies"; relevant and authentic learning activities and assessment tasks; and flexibility of delivery, in which students can pace themselves, by moving ahead or catching up, with less rigid timelines (Hewson, 2018;O'Shea, Stone, & Delahunty, 2015;Ragusa & Crampton, 2018;Stone, 2017;Stone & Springer, 2019). In Muir et al's (2019) case study of "Angela", a mature-age student with family and paid work responsibilities, key factors sustaining her engagement with her studies included supportive teachers, a supportive friend, interactivity within the learning tasks and "asynchronous flexibility … the freedom to move at her own pace: to 'zoom ahead'…or to take a break" (p. 10), illustrating that "without sufficient flexibility, the position of online students can be rendered inequitable" (Stone, Freeman, Dyment, Muir, & Milthorpe, 2019, p. 89).…”

Section: Discussionmentioning

confidence: 99%

My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online.

Stone¹,

O’Shea

2019

AJET

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Much has been written about the growing influence and reach of online learning in higher education, including the opportunities that this can offer for improving student equity and widening participation. One area of student equity in which online learning has an influence is that of gender equity, particularly for mature-age students. This article explicitly explores how the dual identities of student and family carer are managed by women studying online. It highlights the largely invisible yet emotional and time-consuming additional load that many women are carrying and discusses the importance of this being recognised and accommodated at an institutional level. Online study has the potential to facilitate a more manageable and achievable study path for students with caring responsibilities, most of whom are women. Institutional understanding and awareness are required for this potential to be truly realised, thereby reducing educational inequity.

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Sense of connection, identity and academic success in distance education: sociologically exploring online learning environments

Cited by 72 publications

References 27 publications

Online learning in Australian higher education: Opportunities, challenges and transformations

Online learning in Australian higher education: Opportunities, challenges and transformations

Emerging from emergency pandemic pedagogy: A survey of anatomical educators in the United Kingdom and Ireland

My children… think it’s cool that Mum is a uni student: Women with caring responsibilities studying online.

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