The personal experience of online learning: an interpretative phenomenological analysis

Hdl Handle:
http://hdl.handle.net/10545/615630
Title:
The personal experience of online learning: an interpretative phenomenological analysis
Authors:
Symeonides, Roberta; Childs, Carrie
Abstract:
Student interaction is critical to online social cohesion and collaborative learning. However, online learners need to adjust to the computer mediated communication (CMC) medium of the online environment. This study explores online learners’ experiences of asynchronous text-based CMC using an interpretative phenomenological analysis of interviews with six online students. The analysis revealed that the constraints of written communication and lack of human interaction causes difficulties in adjusting and coping with the online learning environment. Four major themes were identified: the inability to express one’s self fully; difficulties establishing relationships; comparing one’s self to others and the written word as an ineffective learning medium. The study’s findings highlight a need for better student and tutor collaboration to facilitate a safe and interactive environment. Effective academic and social support can enhance online learning, improve student satisfaction and encourage students to persist with their learning.
Affiliation:
University of Derby
Citation:
Symeonides, R. and Childs, C. (2015) 'The personal experience of online learning: An interpretative phenomenological analysis' , Computers in Human Behavior, 51:539. DOI: 10.1016/j.chb.2015.05.015
Journal:
Computers in Human Behavior
Issue Date:
Oct-2015
URI:
http://hdl.handle.net/10545/615630
DOI:
10.1016/j.chb.2015.05.015
Additional Links:
http://linkinghub.elsevier.com/retrieve/pii/S0747563215003866
Type:
Article
Language:
en
ISSN:
07475632
Appears in Collections:
Centre for Psychological Research

Full metadata record

DC FieldValue Language
dc.contributor.authorSymeonides, Robertaen
dc.contributor.authorChilds, Carrieen
dc.date.accessioned2016-07-06T12:38:31Z-
dc.date.available2016-07-06T12:38:31Z-
dc.date.issued2015-10-
dc.identifier.citationSymeonides, R. and Childs, C. (2015) 'The personal experience of online learning: An interpretative phenomenological analysis' , Computers in Human Behavior, 51:539. DOI: 10.1016/j.chb.2015.05.015en
dc.identifier.issn07475632-
dc.identifier.doi10.1016/j.chb.2015.05.015-
dc.identifier.urihttp://hdl.handle.net/10545/615630-
dc.description.abstractStudent interaction is critical to online social cohesion and collaborative learning. However, online learners need to adjust to the computer mediated communication (CMC) medium of the online environment. This study explores online learners’ experiences of asynchronous text-based CMC using an interpretative phenomenological analysis of interviews with six online students. The analysis revealed that the constraints of written communication and lack of human interaction causes difficulties in adjusting and coping with the online learning environment. Four major themes were identified: the inability to express one’s self fully; difficulties establishing relationships; comparing one’s self to others and the written word as an ineffective learning medium. The study’s findings highlight a need for better student and tutor collaboration to facilitate a safe and interactive environment. Effective academic and social support can enhance online learning, improve student satisfaction and encourage students to persist with their learning.en
dc.language.isoenen
dc.relation.urlhttp://linkinghub.elsevier.com/retrieve/pii/S0747563215003866en
dc.rightsArchived with thanks to Computers in Human Behavioren
dc.subjecte-learningen
dc.subjectInterpretative phenomenological analysisen
dc.titleThe personal experience of online learning: an interpretative phenomenological analysisen
dc.typeArticleen
dc.contributor.departmentUniversity of Derbyen
dc.identifier.journalComputers in Human Behavioren
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