远程学习中的心理健康:学生心理健康障碍和促进因素的分类

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH Open Learning Pub Date : 2021-03-12 DOI:10.1080/02680513.2021.1899907
K. Lister, J. Seale, C. Douce
{"title":"远程学习中的心理健康:学生心理健康障碍和促进因素的分类","authors":"K. Lister, J. Seale, C. Douce","doi":"10.1080/02680513.2021.1899907","DOIUrl":null,"url":null,"abstract":"ABSTRACT Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, the barriers and enablers to mental wellbeing in distance learning must be understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. Sixteen distance learning students and five tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.","PeriodicalId":46089,"journal":{"name":"Open Learning","volume":null,"pages":null},"PeriodicalIF":3.2000,"publicationDate":"2021-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/02680513.2021.1899907","citationCount":"32","resultStr":"{\"title\":\"Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing\",\"authors\":\"K. Lister, J. Seale, C. Douce\",\"doi\":\"10.1080/02680513.2021.1899907\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, the barriers and enablers to mental wellbeing in distance learning must be understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. Sixteen distance learning students and five tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.\",\"PeriodicalId\":46089,\"journal\":{\"name\":\"Open Learning\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.2000,\"publicationDate\":\"2021-03-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/02680513.2021.1899907\",\"citationCount\":\"32\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Open Learning\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/02680513.2021.1899907\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Open Learning","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/02680513.2021.1899907","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 32

摘要

摘要:学生心理健康是高等教育中的一个重要问题。据了解,高等教育可能会引发或加剧心理健康问题,但这一领域的研究主要集中在校园环境上,确定宿舍等压力源。由于远程学习学生披露心理健康问题的比率高于校园学生,而且完成和进步差距与该行业不相上下,因此必须了解远程学习中心理健康的障碍和促成因素。本文报告了一项定性研究,该研究调查了学生在远程学习中经历的心理健康和学习成功的障碍和促成因素。采用叙述性调查法对16名远程学习学生和5名导师进行了访谈;学生们讲述自己的故事,导师讲述他们支持的学生的故事。在学习、技能发展和远程学习环境的不同方面确定了障碍和促成因素,并以障碍和促成原因的分类法进行了介绍,这些分类法对远程学习教育工作者和政策制定者提出了一系列影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing
ABSTRACT Student mental health is a critical issue in higher education. It is understood that higher education can act to trigger or exacerbate mental health difficulties, but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, the barriers and enablers to mental wellbeing in distance learning must be understood. This paper reports on a qualitative study that investigated barriers and enablers to mental wellbeing and study success that students experienced in distance learning. Sixteen distance learning students and five tutors were interviewed using narrative enquiry; students told their own stories and tutors told stories of students they had supported. Barriers and enablers were identified across different aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
期刊最新文献
Best practices for mentoring in online programs: supporting faculty and students in higher education Best practices for mentoring in online programs: supporting faculty and students in higher education , edited by Susan Ko and Olena Zhadko, New York, Routledge, 2022, 170 pp., £26.39(paperback), ISBN9781138352476 (e-book), ISBN9780429434754 The mediating role of online learning readiness in the relationship between course satisfaction and self-efficacy to learn statistics in online classes Open and online learning: opportunities and challenges Interactions in an xMOOC: perspectives of learners who completed the course The metaphors of Ed Tech
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1