Online Learning\u27s Impact on Mental Health

Due to the global pandemic education has evolved and started online learning. While online learning is helping it brings its own set of problems and impacts. This paper will talk about 3 aspects of online learning, social interaction, motivation, and participation and how students’ mental health is being impacted. The paper includes a research study done by giving a number of college aged students a survey. The survey asked questions about the 3 aspects of online learning and how each of them impact students’ mental health as well as ways to relieve the stress and lessen the impact of online learning

Advisor-Student Communication in Preparation for Online Education

The University of Arkansas System eVersity was established in 2014 by the University of Arkansas System Board of Trustees. More than 80% of the student population at the institution is non-traditional, with time or location restrictions that prevent participation in on-campus degree programs. eVersity Engage is a required orientation course completed by all students before enrolling at eVersity. Engage is intended to introduce students to institutional policies and resources, set student expectations for online learning at the institution, and provide the foundation for academic success as an online student. After completing Engage, students schedule an appointment with their Academic Success Advisor. This appointment is called the Engage Advising Appointment. When eVersity began enrolling students, institutional leadership envisioned the Engage Advising Appointment as an interactive conversation between students and advisors that would serve as the foundation of the student-advisor relationship, and this relationship would be strengthened over time through student-centered proactive advising. In 2020, after four years of operation and an assessment of Engage and the Engage Advising Appointment, institutional leadership learned that Academic Success Advisors were spending most of their time providing prescriptive advising during the Engage Advising Appointment.In 2020 Engage was revised, with substantial additions to curriculum and an instructor assigned to oversee student progress through the course, and a holistic approach to advising was adopted. An important aspect of the revised course content, and the focus of this study, is a module designed to obtain information related to the student’s individual academic, professional, and personal journey, as well as motivating factors for seeking a credential at the institution, and personal and professional goals. This study represents the first effort to collect data related to student-advisor communication during the Engage Advising Appointment. The purpose of this qualitative case study is to explore advisor perceptions of how student data submitted during the revised Engage course informed their initial student advising appointment. A qualitative research method was used for this study because the researcher hopes to gain an understanding of student-advisor communication during the initial advising appointment, by exploring advisor experiences before and after the revision of Engage and associated work processes. The findings of this study can be used to inform holistic advising practice

Advisor-Student Communication in Preparation for Online Education

The University of Arkansas System eVersity was established in 2014 by the University of Arkansas System Board of Trustees. More than 80% of the student population at the institution is non-traditional, with time or location restrictions that prevent participation in on-campus degree programs. eVersity Engage is a required orientation course completed by all students before enrolling at eVersity. Engage is intended to introduce students to institutional policies and resources, set student expectations for online learning at the institution, and provide the foundation for academic success as an online student. After completing Engage, students schedule an appointment with their Academic Success Advisor. This appointment is called the Engage Advising Appointment. When eVersity began enrolling students, institutional leadership envisioned the Engage Advising Appointment as an interactive conversation between students and advisors that would serve as the foundation of the student-advisor relationship, and this relationship would be strengthened over time through student-centered proactive advising. In 2020, after four years of operation and an assessment of Engage and the Engage Advising Appointment, institutional leadership learned that Academic Success Advisors were spending most of their time providing prescriptive advising during the Engage Advising Appointment.In 2020 Engage was revised, with substantial additions to curriculum and an instructor assigned to oversee student progress through the course, and a holistic approach to advising was adopted. An important aspect of the revised course content, and the focus of this study, is a module designed to obtain information related to the student’s individual academic, professional, and personal journey, as well as motivating factors for seeking a credential at the institution, and personal and professional goals. This study represents the first effort to collect data related to student-advisor communication during the Engage Advising Appointment. The purpose of this qualitative case study is to explore advisor perceptions of how student data submitted during the revised Engage course informed their initial student advising appointment. A qualitative research method was used for this study because the researcher hopes to gain an understanding of student-advisor communication during the initial advising appointment, by exploring advisor experiences before and after the revision of Engage and associated work processes. The findings of this study can be used to inform holistic advising practice

Psychological Components Related to Students Success in a Blended Learning Environment

This study aims to identify the psychological components related to student success in a blended learning environment. The research method is applied , and data collection was conducted using a qualitative approach through a systematic review method. To achieve the goal of the study, a systematic and comprehensive review of the research background was conducted based on Sandlowski and Barroso's (2006) seven-step model. For this purpose, resources from databases (Elsevier, Scopus, ProQuest, Eric, Emerald, Springer) and related keywords were searched. After reviewing 480 papers from theoretical and scientific sources related to the research topic based on specific criteria and removing unrelated papers, a full review of the remaining 58 studies was performed. The systematic review of the research background resulted in the identification of 5 components, 9 concepts, and 75 codes. The results of the meta-synthesis indicate that the psychological components of students who want to succeed in the blended learning environment at the university include the following: emotional strategies and components (positive emotions and motivational beliefs), communication (connection resources, communication skills), cognitive (high-level thinking and academic engagement), metacognitive (self-management in learning and self-perception of learning), and personality.Among these, the role of emotional and metacognitive strategies and components is more important than others. Therefore, they have a greater impact on the success of blended learning

Perspectives de conception de cours en ligne, une nouvelle norme? Perceptions des élèves et des enseignants de l'engagement en ligne dans le Québec rural

Abstract: The recent pandemic has accentuated the need to understand what online teaching techniques work to motivate students. Research indicates a more inclusive online student-centered approach creates new course design demands on teachers but provides greater student motivation. At the center of the issue is a lack of student engagement, frequently caused by learners feeling disconnected from other participants and/or the teacher in most online settings. Aside from technological issues, the problem is often accentuated by continued implementation of instructional design methodology that is based on conventional classroom models as opposed to inclusive approaches. Also tied into this, is a lack of teacher training to support learner-centered course design. Since virtual hybrid online learning using videoconferencing has started to offer an increase in course diversity that would otherwise not be possible for some locations with fewer educational resources and distance limitations, the need to understand learner-centered approaches has intensified. This study focused on professional programs given by Cégep de la Gaspésie et des Îles, a rurally situated Cegep (community college) in Québec, Canada, spanning a vast territory. Both students and instructors were asked to respond to separate, but corresponding surveys adapted from the Community of Inquiry framework and questionnaire developed by Garrison et al. (2000). Understanding the relationship between the participant responses and selected learner-centered approaches, either currently in use or viewed as useful, sheds light on what keeps students actively engaged. Results suggest that learner centered approaches are appreciated by both students and teachers to potentially increase student engagement, but the pedagogical possibilities are not always fully understood, or utilized. This information provides new directions for online course design because of the comparison factor between what teachers believe should get students engaged and what students report as being engaging.La récente pandémie a accentué la nécessité de comprendre quelles techniques d'enseignement en ligne fonctionnent pour motiver les étudiants. La recherche indique qu'une approche en ligne centrée sur l'étudiant plus inclusive crée de nouvelles exigences en matière de conception de cours pour les enseignants, mais fournit une plus grande motivation aux étudiants. Au centre du problème se trouve le manque d'engagement des élèves, souvent causé par le fait que les apprenants se sentent déconnectés des autres participants et/ou de l'enseignant dans la plupart des contextes en ligne. Outre les problèmes technologiques, le problème est souvent accentué par la mise en oeuvre continue d'une méthodologie de conception pédagogique basée sur des modèles de classe conventionnels par opposition à des approches inclusives. Également lié à ce problème, il y a un manque de formation des enseignants pour soutenir la conception de cours centrés sur l'apprenant. Depuis que l'apprentissage en ligne hybride virtuel utilisant la vidéoconférence a commencé à offrir une augmentation de la diversité des cours qui autrement ne serait pas possible pour certains endroits avec moins de ressources éducatives et des limitations de distance, la nécessité de comprendre les approches centrées sur l'apprenant s'est intensifiée. Cette étude a porté sur les programmes professionnels dispensés par le Cégep de la Gaspésie et des Îles, un cégep (collège communautaire) situé en milieu rural au Québec, Canada, couvrant un vaste territoire. Les étudiants et les instructeurs ont été invités à répondre à des enquêtes distinctes mais correspondantes adaptées du cadre et du questionnaire de la communauté d'enquête développés par Garrison et al. (2000). Comprendre la relation entre les réponses des participants et certaines approches centrées sur l'apprenant, actuellement utilisées ou considérées comme utiles, a permis de mieux comprendre ce qui maintient l'engagement actif des étudiants. Les résultats suggèrent que les approches centrées sur l'apprenant sont appréciées à la fois par les étudiants et les enseignants pour augmenter potentiellement l'engagement des étudiants, mais les possibilités pédagogiques ne sont pas toujours pleinement comprises ou utilisées. Ces informations fournissent de nouvelles orientations pour la conception de cours en ligne en raison du facteur de comparaison entre ce que les enseignants estiment devoir engager les étudiants et ce que les étudiants déclarent être engageant