Dataset Information

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions.

ABSTRACT: Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: 'Self-paced study can reduce stigma but cause loneliness (Theme 1)', 'Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)', and 'Activities, events and staff for informal socialisation are needed (Theme 3)'. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD.

Supplementary information

The online version contains supplementary material available at 10.1186/s41239-021-00301-x.

SUBMITTER: Kotera Y

PROVIDER: S-EPMC8660147 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions.

Kotera Yasuhiro Y Chircop James J Hutchinson Lucy L Rhodes Christine C Green Pauline P Jones Robert-Maxwell RM Kaluzeviciute Greta G Garip Gulcan G

International journal of educational technology in higher education 20211210 1

Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutio ...[more]

PMID: 34909461

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Project description:Increasingly, individuals experiencing loneliness are seeking support on online forums-some of which focus specifically on discussions around loneliness (loneliness forums); loneliness may influence how these individuals communicate in other online forums not focused on loneliness (non-loneliness forums). In order to provide effective and appropriate online interventions around loneliness, it is important to understand how users who publish posts in a loneliness forum communicate in the loneliness forum and non-loneliness forums they belong to. In this paper, using language features, the following analyses are conducted: (1) Posts published on an online loneliness forum on Reddit, /r/Lonely are compared to posts (published by the same users and around the same time period) on two Reddit online forums i.e. an advice seeking forum, /r/AskReddit and a forum focused on discussions around depression (depression forum), /r/depression. (2) Interventions related to loneliness may vary depending on if an individual is lonely and depressed or lonely but not depressed; language use differences in posts published in /r/Lonely by the following set of users are identified: (a) users who post in both /r/Lonely and a depression forum and (b) users who post in /r/Lonely but not in the depression forum. The findings from this work gain new insights, for example: (i) /r/Lonely users tend to seek advice/ask questions related to relationships in the advice seeking forum, /r/AskReddit and (ii) users who are members of the loneliness forum but not the depression forum tend to publish posts (on the loneliness forum) on topic themes related to work/job, however, those who are members of the loneliness and depression forums tend to use more words associated with anger, negation, death, and post on topic themes related to affection relative to relationships in their loneliness forum posts. Some of the findings from this work also align with prior work e.g. users who express loneliness in online forums tend to make more reference to self. These findings aid in gaining insights into how users communicate on these forums and their support needs, thereby informing loneliness interventions.

Project description:Objective Evaluate undergraduate students’ experience in a synchronous online course that utilized flipped learning during the COVID-19 pandemic. Use of Theory or Research In studies using face-to-face courses, flipped learning has helped students become independent learners compared to traditional, lecture-based courses. However, studies investigating flipped learning rely on face-to-face courses and it is unknown if this model can be effectively applied to the online, synchronous learning environment. Target Audience Upper-level undergraduate students (n = 12) in an advanced nutrition synchronous online course at a midsize, private Midwestern university using Zoom software Course/Curriculum Description In this online, synchronous flipped class, students read textbook chapters and/or watched videos prior to coming to class. Synchronous online classes conducted via zoom were utilized for applying material. Breakout rooms were utilized for team-based learning activities. Example topics covered in class include macronutrient and micronutrient metabolism. Evaluation Methods Students completed 5 learning reflections throughout the semester. Content analysis was applied to these reflections to discover themes by two investigators. Results Five themes were discovered from the reflections: dependency, peer support, metacognition, asking questions, and effort. Overall, students did not become independent learners and depended on the instructor to explain things to them; however, students did recognize they had room for growth in their efforts to learn on their own. Peer support using breakout rooms during class provided a safe space and much needed support and interaction, especially during a socially isolated time. While students valued the learning moments that came from asking questions, they largely relied on others to ask questions. Conclusions Even though students were able to grow and make strides as learners during the flipped, remote course, they never became fully independent learners. Utilizing breakout rooms for team-based learning may help students develop the confidence in asking questions and learning from mistakes. Additionally, compared to previous studies, students in this remote course emphasized the benefits of the team-based learning for social support and interaction. Funding None

Project description:ObjectiveTo explore university students' experience of retention and identify potential barriers and facilitators to long-term adherence.DesignCross-sectional qualitative study using virtual focus groups.SettingUniversity of Leeds.ParticipantsDental and non-dental students from the University of Leeds, who had previously undergone orthodontic treatment and had received removable retainers.MethodsStudents were invited to participate via email. Virtual focus groups were undertaken using Microsoft Teams. A topic guide was used to explore the experience of orthodontic retention including factors that influence long-term retainer wear. Focus groups were recorded and analysed using an inductive thematic approach.ResultsIn total, 23 students participated in four focus groups, including 13 dental students. The period since the end of orthodontic treatment varied from 9 months to 10 years. Of the 23 participants, 8 (35%) were no longer wearing their retainers. Four themes were identified: (1) experience of orthodontic treatment including knowledge of relapse; (2) experience of retainer wear, including motivators and barriers; (3) role of others; and (4) increasing adherence. Key factors influencing use of retainers were the importance placed on maintaining treatment outcomes, awareness of unwanted tooth movement and understanding of the role of the retainer, access to replacement retainers, and ongoing support to encourage retainer wear. Greater knowledge and dental awareness reported by dental students did not necessarily increase adherence.ConclusionAdherence to removable retainer wear is an important aspect of orthodontic treatment but it is recognised that long-term retainer wear is highly variable. The understanding of relapse and retention is variable. Challenges in gaining access to replacement retainers are a common cause of cessation of retainer wear. Dental professionals are perceived to be important in encouraging and supporting retainer wear and individuals reported they would like more follow-up.

Dataset Information

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions.

Supplementary information

Publications

Loneliness in online students with disabilities: qualitative investigation for experience, understanding and solutions.

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