The personal experience of online learning: an interpretative phenomenological analysis
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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.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.2015.05.015Journal
Computers in Human BehaviorDOI
10.1016/j.chb.2015.05.015Additional Links
http://linkinghub.elsevier.com/retrieve/pii/S0747563215003866Type
ArticleLanguage
enISSN
07475632ae974a485f413a2113503eed53cd6c53
10.1016/j.chb.2015.05.015