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    The personal experience of online learning: an interpretative phenomenological analysis

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    Computers in human behaviour ...
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    Authors
    Symeonides, Roberta
    Childs, Carrie
    Affiliation
    University of Derby
    Issue Date
    2015-06-19
    
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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.2015.05.015
    Journal
    Computers in Human Behavior
    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
    ae974a485f413a2113503eed53cd6c53
    10.1016/j.chb.2015.05.015
    Scopus Count
    Collections
    Human Sciences Research Centre

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