Psychosocial factors in the success of electronic learning groups

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.