Engaging students online: an analysis of students’ motivations for seeking individual learning development support

Authors

DOI:

https://doi.org/10.47408/jldhe.vi25.958

Abstract

This presentation outlines the key findings of a small-scale research project aimed to explore the motivations for student engagement in self-selecting learning development (LD) online tutorials. The study used a mixed methods approach, including an online survey (n=43) and online interview (n=5). The recruitment invitation was emailed to all users booking a tutorial (n=390) within the project timeframe (October 2020-April 2021). 

Findings show that the main driver for engagement reported was participants’ limited confidence in their own academic writing abilities, which was consistently linked to attainment. Engagement was further motivated through a range of perceived impacts, including improved confidence and awareness of academic conventions. Participants reported a generally positive attitude towards online delivery, with key benefits including removing access barriers for students with complex commitments, travel and health issues. Conversely, the main downside of online tutorials was seen as diminished interpersonal contact. Qualitative data from both survey and interviews were further investigated using a Discourse analysis framework. One key finding was that the path to LD engagement is often mediated by academic authority figures, who may exert a significant impact on learner self-views. 

The presentation was designed to initiate discussion on the implications of these findings for learning developers. One area of reflection I planned to submit for the participants’ consideration is how lessons learned from the enforced pivoting to online delivery can underpin the developmental dimension of LD, with the ultimate goal of promoting learner confidence and growth.

Author Biography

Arina Cirstea, De Montfort University

Arina Cirstea is a Senior Lecturer in the Centre for Learning and Study Support at De Montfort University, where she engages with students at all levels, in curricular as well as co-curricular contexts. Central aspects of her role involve working in collaboration with academic staff from the Faculty of Business and Law to design and implement the embedded learning development provision as well as curating the Library’s self-selecting programme of workshops. Her research interests focus on student engagement, and strategies to mitigate the impact of textual and spatial power structures on individual development.

References

Cirstea, A. (2022) “Engaging students online: an analysis of students’ motivations for seeking individual learning development support”, Journal of Learning Development in Higher Education, (23). doi: 10.47408/jldhe.vi23.809.

Gee, J.P. (2005) An Introduction to Discourse Analysis: Theory and Method, 2nd edn. New York and London: Routledge.

Goodfellow, R. (2005) ‘Academic Literacies and E-Learning: A Critical Approach to Writing in the Online University’. International Journal of Educational Research 43, pp.481-94.

Loon, M. (2021) ‘Flexible learning- a literature review 2016-2021’ Advance HE. Available at <https://www.advance-he.ac.uk/knowledge-hub/flexible-learning-literature-review-2016-2021 > Accessed 18 May 2022.

Mewburn, I. (2020) ‘While you scream inside your heart, please keep working’. Thesis Whisperer. Available at https://thesiswhisperer.com/2020/12/02/please-keep-doing-your-work-while-you-scream-inside-your-heart-a-guide-for-research-project-management-during-covid/. Accessed 25/08/2022.

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Published

28-10-2022

How to Cite

Cirstea, A. (2022) “Engaging students online: an analysis of students’ motivations for seeking individual learning development support”, Journal of Learning Development in Higher Education, (25). doi: 10.47408/jldhe.vi25.958.

Issue

No. 25 (2022): Special Edition, ALDinHE Conference Proceedings and Reflections

Section

Conference Proceedings

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