Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes

Autor/inn/en	Lister, Kate; McFarlane, Ruth
Titel	Designing for Wellbeing: An Inclusive Learning Design Approach with Student Mental Health Vignettes
Quelle	In: Open Praxis, 13 (2021) 2, S.184-200 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Lister, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	College Students; Mental Health; Well Being; At Risk Students; Vignettes; Case Studies; Barriers; Instructional Design; Distance Education; Higher Education; Student Experience; Open Universities; Foreign Countries; College Faculty; Student Characteristics; Technology Uses in Education; Student Needs; Teacher Attitudes; Faculty Development; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Psychohygiene; Well-being; Wellness; Wohlbefinden; Case study; Fallstudie; Case Study; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienerfahrung; Offene Universität; Ausland; Fakultät; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrerverhalten; Großbritannien
Abstract	Student mental health is a growing concern for universities; increasing numbers of students are experiencing wellbeing issues, and distance learners are particularly at risk. Evidence indicates that triggers for mental health difficulties can reside within higher education environments, systems and study practices, implying that a proactive, inclusive design approach should be considered to complement mental health service provision. Student vignettes that illustrate experiences of mental health difficulties in study are a valuable learning design tool; they have potential to support more inclusive practice by informing learning design. This paper explores the role learning design can play in creating learning that supports student mental wellbeing, it shares vignettes created in the study, discusses a case study of their use, and gives examples of barriers students experience and learning design considerations that may address these. This method was found to be engaging and effective in illustrating barriers and in supporting practitioners to identify learning design considerations to mitigate these. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01