Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives
Abstract Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greate...
| Main Authors: | , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-02-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04061-2 |
| _version_ | 1811165825511456768 |
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| author | Clarice Tang Liz Thyer Rosalind Bye Belinda Kenny Nikki Tulliani Nicole Peel Rebecca Gordon Stefania Penkala Caterina Tannous Yu-Ting Sun Leigha Dark |
| author_facet | Clarice Tang Liz Thyer Rosalind Bye Belinda Kenny Nikki Tulliani Nicole Peel Rebecca Gordon Stefania Penkala Caterina Tannous Yu-Ting Sun Leigha Dark |
| author_sort | Clarice Tang |
| collection | DOAJ |
| description | Abstract Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change. |
| first_indexed | 2024-04-10T15:43:03Z |
| format | Article |
| id | doaj.art-2bb4c780a6b747898581fb6fa1b50a98 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-10T15:43:03Z |
| publishDate | 2023-02-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-2bb4c780a6b747898581fb6fa1b50a982023-02-12T12:15:09ZengBMCBMC Medical Education1472-69202023-02-0123111410.1186/s12909-023-04061-2Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectivesClarice Tang0Liz Thyer1Rosalind Bye2Belinda Kenny3Nikki Tulliani4Nicole Peel5Rebecca Gordon6Stefania Penkala7Caterina Tannous8Yu-Ting Sun9Leigha Dark10School of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversitySchool of Health Sciences, Western Sydney UniversityAbstract Background The need to belong is a fundamental human desire that provides the basis for relationships and community; it provides a sense of security that enables growth and development. This sense of belonging is pivotal to new University students, indeed, without it, students are at greater risk of failing or withdrawing from their studies. Yet developing a sense of belonging within a new cohort is complex and multi-faceted and further complicated by a sudden shift away from in-person to online learning. Using the situated-learning framework, our study explores first year clinical health students’ sense of belonging in the context of the rapid transition to online learning because of the COVID-19 pandemic. Methods We utilised a current mixed-method approach including a survey incorporating previously validated tools, demographic and open-ended qualitative questions. Data was also gathered from three focus groups: two dedicated student groups and one academic focus group. Qualitative data was subjected to thematic analysis whilst descriptive statistics were used to describe the quantitative data. Results 179 first year students complete the survey and four students, and five academics were involved in the focus groups. All participants were from clinical health science courses at an Australian university. Our qualitative results indicated a global theme of: Navigating belonging during the COVID-19 crisis: a shared responsibility; with four organising themes describing (1) dimensions of belonging, (2) individual experiences and challenges, (3) reconceptualising teaching and learning, and (4) relationships are central to belonging. Conclusion While the rapid transition to online learning did not greatly impact knowledge acquisition of first-year students in this cohort, the lack of sense of belonging highlights the need for further research into development of this essential aspect of learning in the online domain. Although contextualised in the COVID-19 pandemic, it became clear that the findings will remain relevant beyond the current situation, as a student’s need to belong will always be present in the face of challenges or change.https://doi.org/10.1186/s12909-023-04061-2HealthHigher educationMixed methodsSense of belongingSituated learning theoryUndergraduate |
| spellingShingle | Clarice Tang Liz Thyer Rosalind Bye Belinda Kenny Nikki Tulliani Nicole Peel Rebecca Gordon Stefania Penkala Caterina Tannous Yu-Ting Sun Leigha Dark Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives BMC Medical Education Health Higher education Mixed methods Sense of belonging Situated learning theory Undergraduate |
| title | Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives |
| title_full | Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives |
| title_fullStr | Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives |
| title_full_unstemmed | Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives |
| title_short | Impact of online learning on sense of belonging among first year clinical health students during COVID-19: student and academic perspectives |
| title_sort | impact of online learning on sense of belonging among first year clinical health students during covid 19 student and academic perspectives |
| topic | Health Higher education Mixed methods Sense of belonging Situated learning theory Undergraduate |
| url | https://doi.org/10.1186/s12909-023-04061-2 |
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