Mental health of undergraduate distance learners: a cross-sectional study

PurposeMental health is as important as physical health and new university entrants report high prevalence of depression. In open and distance learning (ODL), students must manage both work and studies. Those who are unable to effectively balance these aspects may experience negative outcomes such as dropping out, distress and physical health problems. Therefore, the study aims to investigate psychological distress amongst distance-learning undergraduate students to gather evidence for recommending necessary interventions.Design/methodology/approachA cross-sectional study was conducted using depression, anxiety, stress scale (DASS-21). Participants were undergraduate students from the Open University of Sri Lanka (OUSL). The students' socio-demographic details, history of physical and mental illnesses were also recorded.FindingsAccording to scoring, 51% of the sample was categorised as “psychologically distressed” relating to the anxiety levels they reported whilst depression (35%) and stress remained (20%) at low levels. The three-factor structure of DASS-21 was also confirmed with reliability scores of 0.8 obtained for all three sub-scales.Research limitations/implicationsThe limitations were low-response rate (less than 50%) and inability to provide causal explanations for psychological distress. Further research could address these.Practical implicationsThe current research identified anxiety as a psychologically distressing factor for ODL students with the use of a reliable screening tool. Therefore, exploring reasons and interventions to help reduce anxiety could be developed.Social implicationsMajority of distance learners are contributing to a country's economy whilst learning to improve their current socio-economic status. Therefore, addressing these negative impacts is important.Originality/valueThe study explored ODL students' psychological distress and highlighted the need to identify causes and development of support systems to enhance mental well-being.

An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific

<p>This study developed a model for evaluating the ability of ICT-based modes of communication to foster an effective learning environment, by creating telepresence, flexibility, interaction and collaboration, for distance learners at the University of the South Pacific (USP). The model is formulated on the basis of the educational relationship triad developed by Hall and Kidman (2002). Concepts and attributes from foundations of distance education; new models of distance education; and learning theories, which build on the educational relationships are identified and integrated into the ICT-based distance education model developed in the thesis. The study employed a multi-perspective evaluation design with survey questionnaires as the main technique of data collection. Interviews and online conferencing data was used in triangulation to support the main technique of data collection. Nine ICT-based modes of communication used for distance education at USP were assessed in this study. These are video broadcast, audio conferencing, video conferencing, the Web, email, and WebCT-based homepages, text chat, mail and discussion boards. There are two key findings of this study. The first set of findings reveals that the ICT-based distance education model developed in the thesis provided a useful framework for the evaluation of ICT-based modes of communication at USP. The second set of findings shows that distance learners at USP found the use of ICT-based modes of communication fostered an effective learning environment for them, by enhancing telepresence, flexibility, interaction and collaboration. The extent to which the four key attributes were enhanced in each course was influenced by the use of varying modes of communication, the pedagogical design of the course, access to Internet facilities, and the age, occupation and cultural background of distance learners.</p>

An ICT-Based Distance Education Model: an Evaluation of ICT-Based Modes at the University of the South Pacific

<p>This study developed a model for evaluating the ability of ICT-based modes of communication to foster an effective learning environment, by creating telepresence, flexibility, interaction and collaboration, for distance learners at the University of the South Pacific (USP). The model is formulated on the basis of the educational relationship triad developed by Hall and Kidman (2002). Concepts and attributes from foundations of distance education; new models of distance education; and learning theories, which build on the educational relationships are identified and integrated into the ICT-based distance education model developed in the thesis. The study employed a multi-perspective evaluation design with survey questionnaires as the main technique of data collection. Interviews and online conferencing data was used in triangulation to support the main technique of data collection. Nine ICT-based modes of communication used for distance education at USP were assessed in this study. These are video broadcast, audio conferencing, video conferencing, the Web, email, and WebCT-based homepages, text chat, mail and discussion boards. There are two key findings of this study. The first set of findings reveals that the ICT-based distance education model developed in the thesis provided a useful framework for the evaluation of ICT-based modes of communication at USP. The second set of findings shows that distance learners at USP found the use of ICT-based modes of communication fostered an effective learning environment for them, by enhancing telepresence, flexibility, interaction and collaboration. The extent to which the four key attributes were enhanced in each course was influenced by the use of varying modes of communication, the pedagogical design of the course, access to Internet facilities, and the age, occupation and cultural background of distance learners.</p>

Learning Styles: Tools for Understanding Media Selection and Learners’ Academic Achievement in Physics

The study examined learners’ learning styles and media format on academic achievement among physics distance learners. Two hundred and Ninety-five learners were used for the study and were selected through purposive sampling techniques by balloting. Fleming NARK model Index of Learning Style questionnaire (ILSQ) and PAT Physics Achievement Test with reliability coefficient of 0.88 and 0.78 using test-retest method and KR-21. The two instruments were used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA). The results showed that no significant difference exists in the achievement of learners with varied learning styles (visual, auditory and kinesthetic) when taught using print format, audio and audio visual. However, results indicated that Kinesthetic is the most effective learning style when learners were taught with audiovisual media format which significantly influences learners’ achievement. The study recommends that there is need for teachers to diversify their strategy to compliments all types of learners.

Emotional Intelligence in Distance Learning: A case study of English as a second language via distance learning

Distance learners studying English confront emotionally demanding obstacles. A mixed methods study was conducted to explore the role that distance learners’ emotional intelligence (EI) plays as they learn English. In phase one of the study, 238 students responded to a composite questionnaire that yielded their EI scores, demography, and viewpoints regarding the English course. In phase two, 18 volunteers selected based on their EI scores were interviewed to obtain qualitative data to build upon the quantitative results. This paper presents a case study of a student called Aini. The findings revealed that Aini’s EI helped her manage her emotions, perceptions, and actions, and ultimately obtain her obligatory English credits for graduation. It is imperative to inculcate students’ EI to help them manage their emotions in order to adapt and persevere, not only when learning English via distance learning but also to successfully accomplish one’s goals in life.

Psychological Readiness for Mobile Learning Among Maldivian Students at Higher Education Institutions

Objective - Mobile learning had widely impacted higher education, providing technology enabled educational opportunities to the mobile-first learners of the millennium, anytime, anywhere. The adoption of mobile technology rapidly increased among higher education institutions of Maldives, changing the psychological perception of distance learners who were located in different atolls of the country. Methodology/Technique - This paper was developed to explore psychological readiness of institutional distance learning students to adopt mobile learning in Maldives. Using quantitative approach, the research was conducted among the distance learners from three key higher education institutions of Maldives. Contributing to the e- questionnaire, three hundred and forty-three (n=340) students expressed their psychological readiness to adopt mobile learning in Maldives. Data collected using mobile technology was analysed using the analysis summary retrieved from Google forms and SPSS. Finding - The analysis revealed that majority of the students of Maldives higher education institutions were acquainted and psychologically ready to adopt mobile learning as a convenient mode of delivery. Novelty - Thereby, it can be said that students were willing to welcome mobile learning enhanced by mobile technology and were psychologically ready to adopt the emerging shift in the paradigm. Type of Paper - Empirical. Keywords: Mobile learning, psychological readiness, paradigm shift, higher education institutions, Maldives JEL Classification: I21, I23

Exploring critical factors of the perceived usefulness of a learning analytics dashboard for distance university students

Learning analytics dashboards (LADs) can provide learners with insights about their study progress through visualisations of the learner and learning data. Despite their potential usefulness to support learning, very few studies on LADs have considered learners’ needs and have engaged learners in the process of design and evaluation. Aligning with that, there is a limited understanding of what specific student cohorts, in particular distance and online learners, may seek from LADs to effectively support their studies. In this study, we present findings from 21 interviews with undergraduate distance learners, mainly high performers, that aimed to capture student perceptions about the usefulness of specific LAD features and the factors that explain these perceptions. Our findings revealed that amongst the LAD features favoured by students was the potential to receive study recommendations, whereas comparison with peers was amongst the least favoured elements, unless informed by qualitative information. Factors including information trust, attitudes, age, performance and academic self-confidence were found to explain these perceptions.