Students' thriving and well-being in online learning environments in vocational education and training.

Autor/inn/en	Kiikeri, Pia; Uusiautti, Satu; Purtilo-Nieminen, Sirpa
Titel	Students' thriving and well-being in online learning environments in vocational education and training.
Quelle	In: International journal for research in vocational education and training, 11 (2024) 1, S. 119-145Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2197-8646
DOI	10.25656/01:28902 10.13152/IJRVET.11.1.6
URN	urn:nbn:de:0111-pedocs-289029
Schlagwörter	Berufsbildung; Digitale Medien; Medieneinsatz; Online-Kurs; E-Learning; Lernumgebung; Wohlbefinden; Empirische Untersuchung; Finnland
Abstract	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.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main