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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-289029
DOI: 10.25656/01:28902; 10.13152/IJRVET.11.1.6
URN: urn:nbn:de:0111-pedocs-289029
DOI: 10.25656/01:28902; 10.13152/IJRVET.11.1.6
| Title |
Students' thriving and well-being in online learning environments in vocational education and training |
|---|---|
| Authors |
Kiikeri, Pia  ;
Uusiautti, Satu  ;
Purtilo-Nieminen, Sirpa |
| Source | International journal for research in vocational education and training 11 (2024) 1, S. 119-145  |
| Document | full text (764 KB) |
| License of the document |
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| Keywords (German) | Berufsbildung; Digitale Medien; Medieneinsatz; Online-Kurs; E-Learning; Lernumgebung; Wohlbefinden; Empirische Untersuchung; Finnland |
| sub-discipline | Empirical Educational Research Vocational Education and Training |
| Document type | Article (journal) |
| ISSN | 2197-8646; 21978646 |
| Language | English |
| Year of creation | 2024 |
| review status | Peer-Reviewed |
| Abstract (English): | Context: Recent research on students' experiences with the quality of online learning during the COVID-19 pandemic has increased the challenge to the development of online learning. During the pandemic, anxiety, depression, and fatigue occurred in online studies, which also weakened students' well-being. In this quantitative study, we examined how students thrive in synchronous and asynchronous online implementations. The goal of the research was to support students' well-being in online studies; therefore, the study uses the PERMA well-being theory. Approach: Finnish vocational education and training students (N = 363) participated in the study and answered the questions on positive emotions, engagement, relationships, meaning, and accomplishment from both asynchronous and synchronous online delivery perspectives using a questionnaire. Findings: This study highlighted the importance of the teacher's online learning facilitation skills and task design skills, and the emotions generated in an online course. Based on the results, the respondents were divided into three student profiles: (1) Students thriving in online courses in general; (2) Students thriving, especially in asynchronous online courses; and (3) Students not thriving in online courses in general. Conclusions: According to the findings, students need different options for completing online courses. The role of the teacher in creating a positive and supportive atmosphere, fostering relationships, and creating clear work-related and versatile tasks is of great importance in the generation of emotions, whether it is an asynchronous or synchronous online implementation. (DIPF/Orig.) |
| other articles of this journal | International journal for research in vocational education and training Jahr: 2024 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 27.02.2024 |
| Citation | Kiikeri, Pia; Uusiautti, Satu; Purtilo-Nieminen, Sirpa: Students' thriving and well-being in online learning environments in vocational education and training - In: International journal for research in vocational education and training 11 (2024) 1, S. 119-145 - URN: urn:nbn:de:0111-pedocs-289029 - DOI: 10.25656/01:28902; 10.13152/IJRVET.11.1.6 |
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