Psychosocial factors in the success of electronic learning groups

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Abstract

Online discussion groups in higher education potentially foster interaction and collaboration, both crucial for effectively engaging off-campus students and minimising student disengagement. With the creation of electronic learning groups, whose members work together online for mutual benefit, the lecturer/tutor becomes a facilitator rather than a source of knowledge. Exactly how to create and drive these learning groups and maintain a vibrant, useful discussion page is not always clear, and our experience has revealed that only a minority of students do engage actively online. The authors, with lecturing and language and learning advising experience respectively, examine students' perceptions of electronic learning groups and identify the barriers and facilitators involved in successful participation. In particular, analysis of relevant responses from the evaluation of online teaching in one university nursing course demonstrates the importance of psychosocial support in overcoming barriers to students' study engagement and success.
Original languageEnglish
Title of host publicationIMSCI 2012 - 6th International Multi-Conference on Society, Cybernetics and Informatics, Proceedings
EditorsNagib Callaos, William Lesso, Angel Oropeza, Friedrich Welsch
PublisherInternational Institute of Informatics and Systemics, IIIS
Pages183-188
Number of pages6
ISBN (Print)9781936338733
Publication statusPublished - 2012
Externally publishedYes
EventInternational Multi-Conference on Society, Cybernetics and Informatics 2012 - Orlando, United States of America
Duration: 17 Jul 201220 Jul 2012
Conference number: 6th
http://www.iiis.org/cds2012/cd2012sci/imsci_2012/index.asp

Conference

ConferenceInternational Multi-Conference on Society, Cybernetics and Informatics 2012
Abbreviated titleIMSCI 2012
CountryUnited States of America
CityOrlando
Period17/07/1220/07/12
Internet address

Keywords

  • Nurse education
  • Online learning groups
  • Psychosocial factors
  • Student engagement

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