Improving online student feelings of support and sense of belonging by interaction alerts

Machin, Tanya and Jeffries, Carla (2019) Improving online student feelings of support and sense of belonging by interaction alerts. In: 2019 Australian Psychology Learning and Teaching Conference (AUSPLAT 2019), 13-15 Sept, 2019, Melbourne, Australia.


Abstract

Universities are increasingly promoting online courses to their students and this has become a popular options for students who live geographically distant from a local campus or who may be working and unable to attend on-campus classes. However, connections with peers and course examiners may be lacking, or online students may find it difficult to approach their examiner. This research describes the experiences of a course examiner using an online interaction alert in a 2nd year psychology course to enhance online interactions. A flashing alert showed that the course examiner was online and students could directly message the examiner through a special forum set up for this purpose rather than the email system. Initial feedback suggests that this alert did increase the sense of support students experienced from the examiner.


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Item Type: Conference or Workshop Item (Commonwealth Reporting Category E) (Other)
Refereed: Yes
Item Status: Live Archive
Faculty/School / Institute/Centre: Current - Faculty of Health, Engineering and Sciences - School of Psychology and Counselling (1 Jan 2015 -)
Faculty/School / Institute/Centre: Historic - Institute for Resilient Regions - Centre for Health, Informatics and Economic Research (1 Aug 2018 - 31 Mar 2020)
Date Deposited: 13 Aug 2020 05:14
Last Modified: 08 Oct 2020 06:14
Uncontrolled Keywords: university students; psychology students; distance education; online learning; student support; belonging
Fields of Research (2008): 17 Psychology and Cognitive Sciences > 1701 Psychology > 170199 Psychology not elsewhere classified
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/37721

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