Title: Student Wellbeing in University Online Language Courses: Enablers and Barriers
Names of presenters: Birgitta Tjurin-Muranen & Katja Peltola
Affiliation, academic titles and email addresses:
M.A., M.Ed. Katja Peltola, Svenska handelshögskolan, Helsingfors
L.Phil. Birgitta Tjurin-Muranen, University of Turku, Turku
Keywords: synchronous online language learning, asynchronous online language learning, student wellbeing, higher education
Abstract:
In recent years, online learning has become a part of the everyday life of higher education students. Despite its numerous advantages, such as location flexibility, online learning also poses challenges. According to previous research, successful online learning demands a high level of self-regulation, and especially in asynchronous courses, students may experience feelings of loneliness and isolation. Traditionally, online learning has been divided into synchronous and asynchronous formats. Typically, synchronous learning promotes simultaneous interactions at scheduled times, providing a structured learning environment, but may come with potential scheduling and technical issues. On the other hand, asynchronous learning, not requiring real-time interaction with instructors or peers, allows students to access and engage with coursework at their own pace, however, this format demands strong independent study skills and a heightened level of engagement. Nowadays, due to the technological solutions available, many courses incorporate both synchronous and asynchronous components. This study examines how university students perceive their wellbeing in both asynchronous and synchronous online language centre courses. The data is being collected at two Finnish universities during the spring term 2024 using an online questionnaire and will be analysed through content analysis. The questionnaire items focus on various enablers and barriers influencing student wellbeing in the online learning context, including factors such as communication, study skills, self-management skills and life circumstances. Some of these factors can be experienced either as barriers or enablers for student wellbeing, depending on who is experiencing them and how. For example, distance can mean isolation and loneliness for one student – peace and quiet for another.