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dc.contributor.authorGarip, Gulcan
dc.contributor.authorSeneviratne, Sanju Rusara
dc.contributor.authorIacovou, Susan
dc.date.accessioned2020-06-17T10:39:15Z
dc.date.available2020-06-17T10:39:15Z
dc.date.issued2020-06-13
dc.identifier.citationGarip, G., Seneviratne, S., R., and Iacovou, S. (2020). 'Learners’ perceptions and experiences of studying psychology online'. Learners’ perceptions and experiences of studying psychology online, pp. 1-21.en_US
dc.identifier.issn2197-9987
dc.identifier.doi10.1007/s40692-020-00167-4
dc.identifier.urihttp://hdl.handle.net/10545/624889
dc.description.abstractThis study aimed to explore the lived experiences of six international and mature online learners studying on an undergraduate psychology course to identify barriers and facilitators to studying online. A secondary aim was to deductively explore the applicability of the Capability, Opportunity, Motivation, and Behaviour model to participants' narratives related to self-regulated online learning. Online interviews with six demographically diverse participants were conducted and analysed using Interpretative Phenomenological Analysis. The overarching theme was 'the balancing act of online learners', which consisted of three major themes (and respective subthemes): (1) 'identity as an online learner' ('in today's world, we're all very busy'), (2) 'access to resources' ('importance of location' and 'comparing online to on-campus teaching and learning'), and (3) 'changing nature of social interactions' ('tutors as a crutch' and 'peer-to-peer interactions'). A number of facilitators and barriers related to these themes were identified, which are applicable to the COM-B model. The COM-B model offers a novel approach in designing and delivering learning materials and activities that may instil or help maintain self-regulated learning in online psychology students.en_US
dc.description.sponsorshipN/Aen_US
dc.language.isoenen_US
dc.publisherSpringer Science and Business Media LLCen_US
dc.relation.urlhttps://link.springer.com/article/10.1007/s40692-020-00167-4en_US
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectonline learning; COM-B model; experiences; self-regulated learningen_US
dc.titleLearners’ perceptions and experiences of studying psychology onlineen_US
dc.typeArticleen_US
dc.identifier.eissn2197-9995
dc.contributor.departmentUniversity of Derbyen_US
dc.contributor.departmentUniversity of Roehamptonen_US
dc.identifier.journalJournal of Computers in Educationen_US
dc.identifier.pii167
dc.source.journaltitleJournal of Computers in Education
dcterms.dateAccepted2020-06-04
dc.author.detail784730en_US


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Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivatives 4.0 International