A narrative literature review using placemaking theories to unravel student social connectedness in hybrid university learning environments

Student social connectedness is indicated to be changing with the increasing digitalisation of universities. This narrative literature review aims to bring new meanings to the hybrid university learning environment (HULE), and to develop a framework for the benefit of student social connectedness by using placemaking theories. It searches through the academic literature for evidence of experience with three attributes of social connectedness: socialising, social support, and sense of belonging, in relation to individuals’ sense of place, bringing a range of outcomes, such as identity development, which might contribute to improved social connectedness. This is then expanded in the HULE by looking at the physical and online spaces, with a focus on liminal space and co-design. The findings show that an overly rigid structure of the HULE can cause negative student social connectedness, with co-design being proposed as a way of creating a tailored and connected learning experience. However, this is underdeveloped for learning environment needs and could be enhanced by applying placemaking theories to map levels of student social connectedness in the physical location and in the more-than-real ‘non-places’. This provides an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses

Studying the influence of technology on the social connectedness of students : a hybrid university learning environment (HULE)

Student social connectedness is indicated to be changing as universities are becoming more digitalised. Although social connectedness is shown to have a significant influence on the learning process, little is understood about the relationship between student social connectedness and the hybrid university learning environment (HULE). This empirical study aims to develop understandings by exploring student social connectedness in a hybrid-style class at a Swiss university. The study applies theories of placemaking and socio-materiality to explore students’ self-reported and observed perceptions of individual social connectedness at the start of a university master’s level course. The qualitative study is conducted using questionnaire data and observational data collected over the first month of a new course starting in the Autumn semester. The findings indicate that although students favour flexibility to design their learning space, they require the appropriate tools and guidance in which to make effective decisions for their social connectedness. Understanding the correct implementation of co-design for the HULE is therefore deemed important to facilitate social connectedness, this is particularly necessary for the liminal space. These findings are preliminary as part of a larger research project and offer a basis for further research to be developed. This study offers an innovative perspective of the HULE based on student social connectedness, impacting the existing pedagogical approach for university courses

Patients' health & well-being in inpatient mental health-care facilities : a systematic review

Background: Previous research indicates that the physical environment of healthcare facilities plays an important role in the health, well-being, and recovery outcomes of patients. However, prior works on mental healthcare facilities have incorporated physical environment effects from general healthcare settings and patient groups, which cannot be readily transferred to mental healthcare settings or its patients. There appears to be a specific need for evidence synthesis of physical environmental effects in mental healthcare settings by psychopathology. Purpose: This review evaluates the state (in terms of extent, nature and quality) of the current empirical evidence of physical environmental on mental health, well-being, and recovery outcomes in mental healthcare inpatients by psychopathology. Method: A systematic review (PRISMA guidelines) was performed of studies published in English, German, Dutch, Swedish, and Spanish, of all available years until September 2020, searched in Cochrane, Ovid Index, PsycINFO, PubMed, and Web of Science and identified through extensive hand-picking. Inclusion criteria were: Adult patients being treated for mental ill-health (common mental health and mood disorders, Cochrane frame); inpatient mental health care facilities; specifications of the physical and socio-physical environment (e.g., design features, ambient conditions, privacy); all types of empirical study designs. Quality assessment and data synthesis were undertaken. Results: The search retrieved 1,068 titles of which 26 met the inclusion criteria. Findings suggest that there is only indicative evidence of the impact of the physical healthcare environment on patients' mental health, well-being, and recovery outcomes. There is significant lack of pathology-specific evidence. Methodological shortcomings and empirical scarcity account for the poor evidence. Conclusion: This review highlights the need for more research using advanced study designs

Bringing order to student social connectedness in the hybrid university learning environment (HULE) using a complexity theory approach

Student social connectedness is indicated to be changing as universities are becoming more digitalised. Digitalisation and the COVID-19 pandemic have pushed universities into a new digitally-orientated learning environment, which so far has been little researched or understood. This theoretical article aims to bring order to student social connectedness in the hybrid university learning environment (HULE) by applying complexity theory. This aims to help better manage student social connectedness in the HULE. The importance of developing this research is crucial when considering the role of social connectedness as a significantly influential aspect of the learning process. Despite new communication technologies being continually developed and tested often for the benefit of the HULE (for instance, ‘the meeting Owl’), there is no real understanding of how they might: 1) improve student social connectedness with other forms of existing communications technologies (for instance, ‘WhatsApp’), or 2) whether students engage with these technologies in the ways expected. This is concerning as industry-level research indicates that student social connectedness is not only changing in these environments but is being negatively impacted in these environments, suggesting that students would benefit from more guidance when navigating these new communication streams for the benefit of their social connectedness. In applying complexity theory from socio-materiality, this theoretical article explores how student social connectedness could be better organised within the HULE. To achieve this, it addresses the micro to macro scale agents and events that might alter student social connectedness in the HULE. This builds on 3 proposed indicators of social connectedness: socialising, social support, and a sense of belonging. In this way, student social connectedness is explored as a complex adaptive system in which individuals and collective groups self-organise in response to changing environments and different events, which can be further enabled or directed by strategies such as co-design or nudge strategies from behavioural economics. By encouraging the development of indicators, the long-term aim is to enable these strategies for student social connectedness to be better integrated into the HULE. This theoretical article subsequently lays the groundwork for further research to be developed for managing student social connectedness in the HULE, impacting existing pedagogical approaches for university courses

Work fatigue during COVID-19 lockdown teleworking: the role of psychosocial, environmental, and social working conditions

BackgroundDuring national lockdowns in response to the COVID-19 pandemic, previously office-based workers who transitioned to home-based teleworking faced additional demands (e.g., childcare, inadequate homeworking spaces) likely resulting in poor work privacy fit. Previous office research suggests poor work privacy fit is associated with lower wellbeing and higher work fatigue. Emerging evidence suggests a relationship between childcare duties during pandemic teleworking and work fatigue. In addition to psychosocial working conditions (job demand, job control, and job change management), which are acknowledged predictors of work fatigue, this poses a significant threat to occupational health during pandemic teleworking. However, the relative effects of aspects of the psychosocial environment (job demands and resources), the home office environment (including privacy fit), and the social environment (childcare) on work fatigue as well as their interactions are under-explored.ObjectiveThis study examined the relationships between the psychosocial, environmental, and social working conditions of teleworking during the first COVID-19 lockdown and work fatigue. Specifically, the study examined teleworkers’ physical work environment (e.g., if and how home office space is shared, crowding, and noise perceptions) as predictors of privacy fit and the relationship between privacy fit, childcare, psychosocial working conditions (job demand, job control, and job change management), and work fatigue. Work privacy fit was hypothesized to mediate the relationship between childcare and work fatigue.MethodsAn online cross-sectional survey was conducted with teleworkers (n = 300) during the first COVID-19 lockdown in April and May 2020; most participants were in Germany, Switzerland, and the United Kingdom.ResultsPath analysis was used to examine the hypothesized relationships. Privacy fit was lower for those reporting greater levels of noise in home-working spaces and those feeling crowded at home. Work fatigue was lower amongst those with greater privacy fit and higher amongst those with high levels of job demand. An indirect relationship was observed between childcare and work fatigue with privacy fit mediating this relationship.ConclusionThe influence of privacy fit has so far been largely neglected in research on teleworking, especially during the pandemic. However, its contribution to workers’ wellbeing should be acknowledged in occupational health strategies

Future teleworking inclinations post-COVID-19: examining the role of teleworking conditions and perceived productivity

Organisations have implemented intensive home-based teleworking in response to global COVID-19 lockdowns and other pandemic-related restrictions. Financial pressures are driving organisations to continue intensive teleworking after the pandemic. Understanding employees’ teleworking inclinations post COVID-19, and how these inclinations are influenced by different factors, is important to ensure any future, more permanent changes to teleworking policies are sustainable for both employees and organisations. This study, therefore, investigated the relationships between the context of home-based teleworking during the pandemic (pandemic-teleworking conditions), productivity perceptions during home-based teleworking, and employees’ future teleworking inclinations (FTI) beyond the pandemic. Specifically, the study examined whether pandemic-teleworking conditions related to the job, and the physical and social environments at home, influenced employees’ FTI, and if perceptions of improved or reduced productivity mediated these relationships. Data were collected during April and May 2020 with a cross-sectional online survey of teleworkers (n = 184) in Germany, Switzerland, the United Kingdom, and other countries during the first COVID-19 lockdowns. Reported FTI were mixed. Most participants (61%) reported wanting to telework more post-pandemic compared to before the pandemic; however, 18% wanted to telework less. Hierarchical multiple regression analysis revealed that some teleworking conditions (job demands and work privacy fit) were positively associated with FTI. Other teleworking conditions (specifically, job change, job control, home office adequacy, and childcare) were not associated with FTI. Perceived changes in productivity mediated the relationship between work privacy fit and FTI. Findings highlight the role of work privacy fit and job demands in influencing pandemic productivity perceptions and teleworking inclinations post-pandemic. Results raise questions about the suitability and sustainability of home-based teleworking for all staff. As organisations plan to increase the proportion of teleworking post-pandemic, this study suggests there is a need to support employees who perceived their productivity to be poor while home-working during the pandemic