Lack of interpersonal engagement, interaction and collaboration, plus reduced social contact and isolation (45%), negatively impacted many students' online learning experience¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Students expressed that a lack of interpersonal engagement, interaction and collaboration impacted their learning; 45% reported isolation. → Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt 2023

Evidence¶

Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt 2023¶

Dilani Gedera · Dianne Forbes · Cheryl Brown · Maggie Hartnett · Ashwini Datt. (2023). Learning during a pandemic: an Activity Theory analysis of the challenges experienced by Aotearoa/New Zealand university students. Education Tech Research Dev. https://doi.org/10.1007/s11423-023-10284-3

q2 · i? · qualitative · r3

Qualitative theme from questionnaire open-ended responses, individual interviews and focus groups with 43 students. The article also reports "many (45%) experiencing isolation" and that group work was challenging due to absent and unresponsive peers.

"students expressed that a lack of interpersonal engagement, interaction and collaboration impacted their learning. Students highlighted that “engagement with the lecturers was just a voice and slides on a screen”"

Discussion¶

Learner Variables¶

• Social Supports — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Loss of routine/structure was the most frequently reported challenge among New Zealand university students studying online during the 2020 lockdown, named by 59% of respondents — related
• Student engagement in online courses is associated with satisfaction, motivation, reduced isolation, and improved performance — a broader claim this one bears on
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related
• Students experience a perceived sense of support and connectedness through conversational ChatGPT interaction, though this is not genuine human relatedness — related
• The student-tutor relationship alone is judged insufficient: peer mixing and virtual communities are needed to counter isolation in online research supervision — related
• Teachers customizing online approaches may reduce lack of interaction in large classes and isolation in distance education — related
• Peers have an essential role in promoting SDL through collaboration, motivation and support, though effects are mixed — related