对幸福感、成就和机会的看法

IF 3.2 Q1 EDUCATION & EDUCATIONAL RESEARCH
Charlotte Stevens, C. Douce
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引用次数: 0

摘要

欢迎阅读《2023年开放学习》第二期,该期重点关注与幸福、成就和获取等关键主题广泛相关的论文。本期文章采用不同的方法,从使用调查方法的定量方法到使用焦点小组的定性方法。本期论文的一个值得注意的元素是定性论文应用主题分析来深入了解所研究的不同社区的方式。本期杂志以两篇探讨与健康和远程学习相关的机遇和挑战的论文开始。Lister等人(2021)的第一篇论文调查了与远程学习相关的学生心理健康的障碍和促进因素。本研究采用叙述性询问访谈法来探讨英国开放大学学生和导师的观点。这项工作的一个特别优势在于它使用了主题分析,这导致了分类轮的发展,详细说明了与学习相关的、与技能相关的、环境的促进因素和心理健康的障碍。有趣的是,一些推动者也可能是障碍,反之亦然。对于那些希望优先考虑心理健康和幸福的教育从业者来说,分类轮是一个潜在的有用工具。本文还就管理流程以及在线空间设计和开发的重要性提供了一些有用的建议。下一篇论文是Jones等人(2021)的一项探索性研究,也关注远程学习学生的福祉,特别是英国开放大学的法律专业学生。为了弥补文献上的空白,该研究从一项调查开始,然后发展到焦点小组,旨在深入了解远程学习法律如何影响幸福感。对数据的描述性分析结果确定了六个关键主题,包括:对学习经验的反思,平衡学习与生活和社会心理影响。Gemmell和Harrison(2020)的下一篇论文转向了一个不同的主题,重点关注曼彻斯特大学研究生在线远程学习项目中跨国学生的差异成就。作者利用2010年至2015年间700多名学生的入学数据,包括人口统计信息、第一学位的教学语言、教育背景和工作经历,进行了详细的统计分析。本文的读者可能也对Gemmell和Harrison在2017年发表在《开放学习》(Open Learning)上的关于国内和跨国学生的比较研究感兴趣,该研究侧重于在线材料的获取和与在线远程学习相关的技术困难(Gemmel和Harrison, 2017)。通过进一步对比,读者也可以参考Richardson(2010)在开放学习中发表的早期研究,他调查了学生的成就,特别关注残疾学生。开放学习:开放,远程和电子学习杂志2023,VOL. 38, NO。2,99 - 101 https://doi.org/10.1080/02680513.2023.2185129
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Perspectives on wellbeing, attainment and access
Welcome to the second issue of Open Learning for 2023, which focuses on papers broadly related to the key themes of wellbeing, attainment and access. The articles presented within this issue adopt different methodologies, ranging from quantitative approaches using survey methods through to qualitative approaches, using focus groups. One notable element of the papers in this issue is the way in which the qualitative papers apply thematic analysis to gain insights into the different communities that are studied. The issue begins with two papers that explore opportunities and challenges that relate to wellbeing and distance learning. The first paper by Lister et al. (2021), investigates barriers and enablers to student mental wellbeing in relation to distance learning. The study uses a narrative enquiry interview method to explore perspectives of students and tutors at The Open University, UK. One of the particular strengths of the work lies with its use of thematic analysis, which leads to the development of a taxonomic wheel, detailing study-related, skills-related, and environmental enablers and barriers to mental wellbeing. It is interesting to note that some enablers can also be barriers, and vice versa. The taxonomic wheel is a potentially useful tool for education practitioners who wish to prioritise mental health and wellbeing. The article also offers some helpful suggestions regarding administrative processes, and the importance of design and development of online spaces. The next paper, an exploratory study by Jones et al. (2021), also focuses on wellbeing of distance learning students, specifically law students at The Open University, UK. Addressing a gap in literature, the study commences with a survey, and then progresses on to focus groups designed to gain an insight into how studying law at a distance can impact wellbeing. Descriptive analysis of data results in the identification of six key themes, including: reflections on study experience, balancing study with life and psychosocial implications. The next paper, by Gemmell and Harrison (2020), moves onto a different theme, focusing on differential attainment among transnational students on a postgraduate online distance learning programme at the University of Manchester. Using admissions data from more than 700 students between 2010 and 2015, which includes demographic information, language of instruction of first degree, educational background and work experience, the authors carry out a detailed statistical analysis. Readers of this article may also be interested in Gemmell and Harrison’s comparative study of national and transnational students, published in Open Learning in 2017, which focuses on access to online materials and technical difficulties relating to online distance learning (Gemmel and Harrison, 2017). By way of further contrast, readers are also referred to earlier research published in Open Learning by Richardson (2010), who investigated student attainment, focussing specifically on students with disabilities OPEN LEARNING: THE JOURNAL OF OPEN, DISTANCE AND E-LEARNING 2023, VOL. 38, NO. 2, 99–101 https://doi.org/10.1080/02680513.2023.2185129
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来源期刊
Open Learning
Open Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.00
自引率
12.50%
发文量
22
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