Students' Engagement in Online Learning
S
t
u
d
e
n
t
s
’
p
e
r
c
e
p
t
i
o
n
s
o
f
o
n
l
i
n
e
t
u
t
o
r
i
a
l
s
a
n
d
f
o
r
u
m
s
i
n
S
2
9
4
/
S
K
2
9
9
Lorraine Waters & Sarah Daniell
S
o
m
e
b
a
c
k
g
r
o
u
n
d
1.
I
n
L
H
C
S
m
a
n
y
l
e
v
e
l
2
s
t
u
d
e
n
t
s
d
o
n
’
t
a
t
t
e
n
d
o
n
l
i
n
e
s
y
n
c
h
r
o
n
o
u
s
t
u
t
o
r
i
a
l
s
.
2.
M
a
n
y
l
e
v
e
l
2
s
t
u
d
e
n
t
s
d
o
n
’
t
e
n
g
a
g
e
f
u
l
l
y
w
i
t
h
f
o
r
u
m
s
–
e
v
e
n
f
o
r
a
c
t
i
v
i
t
i
e
s
a
s
s
o
c
i
a
t
e
d
w
i
t
h
t
h
e
i
r
a
s
s
e
s
s
m
e
n
t
.
3.
S
t
u
d
e
n
t
s
e
x
p
e
r
i
e
n
c
i
n
g
m
e
n
t
a
l
h
e
a
l
t
h
i
s
s
u
e
s
a
p
p
e
a
r
e
v
e
n
l
e
s
s
l
i
k
e
l
y
t
o
e
n
g
a
g
e
.
K
e
y
q
u
e
s
t
i
o
n
s
1.
W
h
y
d
o
n
’
t
w
e
s
e
e
h
i
g
h
a
t
t
e
n
d
a
n
c
e
a
t
o
u
r
o
n
l
i
n
e
t
u
t
o
r
i
a
l
s
?
2.
W
h
y
i
s
i
t
a
l
w
a
y
s
a
s
t
r
u
g
g
l
e
t
o
g
e
t
s
t
u
d
e
n
t
s
t
o
e
n
g
a
g
e
o
n
o
u
r
m
o
d
u
l
e
b
a
s
e
d
f
o
r
u
m
s
?
3.
W
h
a
t
h
o
l
d
s
p
e
o
p
l
e
b
a
c
k
?
4.
I
s
t
h
i
s
a
p
a
r
t
i
c
u
l
a
r
p
r
o
b
l
e
m
f
o
r
s
t
u
d
e
n
t
s
e
x
p
e
r
i
e
n
c
i
n
g
m
e
n
t
a
l
h
e
a
l
t
h
i
s
s
u
e
s
?
5.
H
o
w
c
a
n
w
e
m
a
k
e
t
h
i
s
b
e
t
t
e
r
?
W
h
y
f
o
c
u
s
o
n
s
t
u
d
e
n
t
s
w
i
t
h
m
e
n
t
a
l
h
e
a
l
t
h
i
s
s
u
e
s
?
•
E
q
u
a
l
i
t
y
o
f
a
c
c
e
s
s
t
o
o
n
l
i
n
e
r
e
s
o
u
r
c
e
s
.
•
A
v
o
i
d
s
t
u
d
e
n
t
s
f
e
e
l
i
n
g
e
x
c
l
u
d
e
d
o
r
i
s
o
l
a
t
e
d
.
•
I
m
p
r
o
v
e
r
e
t
e
n
t
i
o
n
a
s
w
e
l
l
a
s
s
t
u
d
e
n
t
l
e
a
r
n
i
n
g
a
n
d
m
o
d
u
l
e
r
e
s
u
l
t
s
.
H
o
w
c
a
n
w
e
f
i
n
d
o
u
t
m
o
r
e
?
J
i
s
c
s
u
r
v
e
y
s
e
n
t
t
o
S
K
2
9
9
&
S
2
9
4
s
t
u
d
e
n
t
s
f
r
o
m
2
0
J
•
Combination of qualitative and quantitative
questions
•
7
8
4
s
t
u
d
e
n
t
s
s
u
r
v
e
y
e
d
–
8
9
r
e
s
p
o
n
d
e
n
t
s
•
1
7
S
2
9
4
•
5
8
S
K
2
9
9
•
1
4
b
o
t
h
•
2
7
d
i
s
c
l
o
s
e
d
m
e
n
t
a
l
h
e
a
l
t
h
i
s
s
u
e
s
(
1
4
w
i
t
h
D
f
l
a
g
f
o
r
M
H
)
S
u
r
v
e
y
q
u
a
n
t
i
t
a
t
i
v
e
d
a
t
a
-
t
u
t
o
r
i
a
l
s
S
u
r
v
e
y
q
u
a
n
t
i
t
a
t
i
v
e
d
a
t
a
-
f
o
r
u
m
s
W
e
a
s
k
e
d
s
t
u
d
e
n
t
s
h
o
w
t
h
e
y
u
s
e
d
f
o
r
u
m
s
.
T
H
E
W
A
Y
S
T
U
D
E
N
T
S
U
S
E
F
O
R
U
M
S
W
e
a
s
k
e
d
s
t
u
d
e
n
t
s
h
o
w
t
h
e
y
f
e
l
t
f
o
r
u
m
u
s
e
a
i
d
e
d
t
h
e
i
r
s
t
u
d
i
e
s
?
F
O
R
U
M
U
S
E
F
O
R
U
M
E
N
G
A
G
E
M
E
N
T
W
e
a
s
k
e
d
s
t
u
d
e
n
t
s
w
h
a
t
f
a
c
t
o
r
s
s
t
o
p
p
e
d
t
h
e
m
e
n
g
a
g
i
n
g
w
i
t
h
f
o
r
u
m
s
?
W
e
a
s
k
e
d
s
t
u
d
e
n
t
s
w
h
i
c
h
a
s
p
e
c
t
s
o
f
f
o
r
u
m
u
s
e
t
h
e
y
f
e
l
t
c
o
n
f
i
d
e
n
t
a
b
o
u
t
?
C
O
N
F
I
D
E
N
C
E
W
h
a
t
d
o
e
s
t
h
i
s
m
e
a
n
?
F
i
n
d
i
n
g
s
s
o
f
a
r
…
1.
S
t
u
d
e
n
t
s
w
i
t
h
M
H
i
s
s
u
e
s
a
p
p
e
a
r
t
o
b
e
m
o
r
e
l
i
k
e
l
y
t
o
a
t
t
e
n
d
l
i
v
e
o
r
m
a
k
e
u
s
e
o
f
r
e
c
o
r
d
i
n
g
s
o
f
o
n
l
i
n
e
t
u
t
o
r
i
a
l
s
.
2.
O
f
t
h
o
s
e
t
h
a
t
d
o
n
’
t
a
t
t
e
n
d
,
t
h
e
m
a
i
n
r
e
a
s
o
n
f
o
r
t
h
i
s
i
s
a
n
x
i
e
t
y
.
3.
B
u
t
,
s
t
u
d
e
n
t
s
d
o
n
’
t
s
e
e
m
t
o
b
e
w
o
r
r
i
e
d
a
b
o
u
t
b
e
i
n
g
t
a
r
g
e
t
e
d
/
l
o
o
k
i
n
g
f
o
o
l
i
s
h
–
g
o
o
d
p
r
a
c
t
i
c
e
b
y
t
u
t
o
r
s
.
4.
S
t
u
d
e
n
t
s
w
i
t
h
M
H
i
s
s
u
e
s
a
r
e
l
e
s
s
l
i
k
e
l
y
t
o
u
s
e
f
o
r
u
m
s
.
5.
T
h
o
s
e
s
t
u
d
e
n
t
s
d
i
s
c
l
o
s
i
n
g
M
H
i
s
s
u
e
s
a
r
e
l
e
s
s
l
i
k
e
l
y
t
o
s
e
e
t
h
e
b
e
n
e
f
i
t
o
f
f
o
r
u
m
s
i
n
r
e
l
a
t
i
o
n
t
o
t
h
e
i
r
s
t
u
d
i
e
s
–
p
a
r
t
i
c
u
l
a
r
l
y
s
t
u
d
e
n
t
b
a
s
e
d
d
i
s
c
u
s
s
i
o
n
s
a
n
d
p
e
e
r
s
u
p
p
o
r
t
.
6.
M
a
i
n
r
e
a
s
o
n
f
o
r
n
o
n
-
e
n
g
a
g
e
m
e
n
t
i
s
a
n
x
i
e
t
y
w
i
t
h
s
o
m
e
i
s
s
u
e
s
a
r
o
u
n
d
a
c
c
e
s
s
i
b
i
l
i
t
y
,
v
i
s
u
a
l
f
o
r
m
a
t
a
n
d
t
i
m
e
l
i
m
i
t
a
t
i
o
n
s
.
7.
O
v
e
r
a
l
l
s
t
u
d
e
n
t
s
d
e
c
l
a
r
i
n
g
M
H
i
s
s
u
e
s
w
e
r
e
l
e
s
s
c
o
n
f
i
d
e
n
t
a
b
o
u
t
a
l
l
a
s
p
e
c
t
s
o
f
f
o
r
u
m
u
s
e
.
W
h
a
t
n
e
x
t
?
P
h
a
s
e
2
o
f
t
h
e
s
t
u
d
y
…
1.
C
o
n
d
u
c
t
i
n
t
e
r
v
i
e
w
s
w
i
t
h
s
t
u
d
e
n
t
s
d
e
c
l
a
r
i
n
g
M
H
i
s
s
u
e
s
f
r
o
m
t
h
e
s
u
r
v
e
y
.
2.
A
n
a
l
y
s
e
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
f
r
o
m
t
h
e
i
n
t
e
r
v
i
e
w
s
(
c
o
m
b
i
n
e
d
w
i
t
h
q
u
a
l
i
t
a
t
i
v
e
d
a
t
a
f
r
o
m
t
h
e
s
u
r
v
e
y
)
t
o
b
e
t
t
e
r
u
n
d
e
r
s
t
a
n
d
h
o
w
t
h
e
s
e
s
t
u
d
e
n
t
s
f
e
e
l
a
b
o
u
t
a
t
t
e
n
d
i
n
g
o
n
l
i
n
e
t
u
t
o
r
i
a
l
s
a
n
d
u
s
i
n
g
f
o
r
u
m
s
.
T
H
A
N
K
Y
O
U
This presentation explores students' perceptions of online tutorials and forums, focusing on low attendance, lack of engagement, particularly among students with mental health issues, and strategies to improve participation. Surveys and data analysis provide insights into challenges and opportunities for enhancing student interaction in virtual learning environments.
Download Presentation
Please find below an Image/Link to download the presentation.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.If you encounter any issues during the download, it is possible that the publisher has removed the file from their server.
You are allowed to download the files provided on this website for personal or commercial use, subject to the condition that they are used lawfully. All files are the property of their respective owners.
The content on the website is provided AS IS for your information and personal use only. It may not be sold, licensed, or shared on other websites without obtaining consent from the author.
E N D
Presentation Transcript
Students perceptions of online tutorials and forums in S294/SK299 Lorraine Waters & Sarah Daniell
Some background 1. In LHCS many level 2 students don t attend online synchronous tutorials. 2. Many level 2 students don t engage fully with forums even for activities associated with their assessment. 3. Students experiencing mental health issues appear even less likely to engage. 2
Key questions 1. Why don t we see high attendance at our online tutorials? 2. Why is it always a struggle to get students to engage on our module based forums? 3. What holds people back? 4. Is this a particular problem for students experiencing mental health issues? 5. How can we make this better? 3
Why focus on students with mental health issues? Equality of access to online resources. Avoid students feeling excluded or isolated. Improve retention as well as student learning and module results. 4
How can we find out more? Jisc survey sent to SK299 & S294 students from 20J Combination of qualitative and quantitative questions 784 students surveyed 89 respondents 17 S294 58 SK299 14 both 27 disclosed mental health issues (14 with D flag for MH) 5
Survey quantitative data - tutorials
Survey quantitative data - forums
THE WAY STUDENTS USE FORUMS We asked students how they used forums. 12
FORUM USE We asked students how they felt forum use aided their studies? 13
FORUM ENGAGEMENT We asked students what factors stopped them engaging with forums? 14
CONFIDENCE We asked students which aspects of forum use they felt confident about? 15
Findings so far 1. Students with MH issues appear to be more likely to attend live or make use of recordings of online tutorials. Of those that don t attend, the main reason for this is anxiety. But, students don t seem to be worried about being targeted/looking foolish good practice by tutors. Students with MH issues are less likely to use forums. Those students disclosing MH issues are less likely to see the benefit of forums in relation to their studies particularly student based discussions and peer support. Main reason for non-engagement is anxiety with some issues around accessibility, visual format and time limitations. Overall students declaring MH issues were less confident about all aspects of forum use. 2. 3. 4. 5. 6. 7. 17
Phase 2 of the study 1. Conduct interviews with students declaring MH issues from the survey. 2. Analyse qualitative data from the interviews (combined with qualitative data from the survey) to better understand how these students feel about attending online tutorials and using forums. 19
Forums used and subscription 90 80 70 RESPONSE % 60 50 40 30 20 undisclosed 10 MH 0 TGF MW Cluster (SK299) Topic (S294) Buddy (S294) Sub TGF Sub MW Sub cluster Sub topic Sub buddy no sub 21
