{"title":"远程学习中的归属感","authors":"G. I. Bok","doi":"10.3167/latiss.2023.160104","DOIUrl":null,"url":null,"abstract":"\nThe purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"36 1","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Belonging in distance learning\",\"authors\":\"G. I. Bok\",\"doi\":\"10.3167/latiss.2023.160104\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"\\nThe purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.\",\"PeriodicalId\":45061,\"journal\":{\"name\":\"Psychology Learning and Teaching-PLAT\",\"volume\":\"36 1\",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology Learning and Teaching-PLAT\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.3167/latiss.2023.160104\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology Learning and Teaching-PLAT","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.3167/latiss.2023.160104","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
摘要
本文的目的是描述成人学习者在马来西亚远程学习时的归属感。研究方法包括对12名在远程教育机构学习的成人学习者进行深度访谈,以揭示他们的归属感。然后用Nvivo Version 12分析收集的数据。结果表明,年度校园会议、电子学习平台和同伴支持都对学习者在远程学习项目中的归属感有显著贡献。然而,这些发现并不意味着绝对的归属感,因为他们的归属感与他们在远程教育方案中与同龄人的孤立感同时存在。
The purpose of this article is to describe adult learners’ sense of belonging when studying remotely in Malaysia. The methodology of the research involved carrying out in-depth interviews with twelve adult learners studying in a distance education institution to uncover their sense of belonging. The collected data was then analysed with Nvivo Version Twelve. The results showed that the annual campus meeting, the e-Learning platform and peer support all contributed significantly to the learners’ feeling of belonging in their distance-learning programmes. Nevertheless, these findings do not imply absolute belongingness, because their sense of belonging was observed alongside their sense of isolation amongst their peers in distance-education programmes.