External Stressors and Time Poverty among Online Students: An Exploratory Study
External Stressors and Time Poverty among Online Students: An Exploratory Study
复制标题
在线学生的外部压力源和时间匮乏：一项探索性研究
DOI：
10.38069/edenconf-2020-ac0015
复制
发表时间：
2020
影响因子：
1.8
通讯作者：
Katherine M. Conway
中科院分区：
文献类型：
--
作者：
C. Wladis;A. Hachey;Katherine M. Conway
在这项探索性研究中，我们报告了对美国一所大型公立城市大学49名学生的访谈结果，这些学生至少参加了一门在线课程。与文献一致，许多学生引用工作或家庭原因报名参加在线课程。然而，当在采访结束时被问及是否有其他生活事件影响了他们的学习时间和精力时，73%的学生至少引用了一个额外的外部压力源，其中许多人引用了多达三到四种不同的外部压力源。其中包括疾病/残疾、家庭死亡、照顾责任和住房不稳定等。一个特别引人注目的结果是，当学生最初被问到为什么在线注册或什么因素影响他们的课程结果时，学生在回答面试的最后问题时报告的外部压力源中有89%不是学生自愿的-这表明这些更复杂的环境因素的普遍性可能在没有明确询问的研究中被低估。
In this exploratory study, we report results from interviews with 49 students at a large public urban university in the US who enrolled in at least one course online. In line with the literature, many students cited work or family reasons for enrolling in an online course. However, when asked at the end of the interview whether there were any other life events that impacted the time and energy that they had for their studies, 73% of the students cited at least one additional external stressor, and many of them cited up to three or four different categories of external stressors. These included illness/disability, death in the family, caretaking responsibilities, and housing instability, among others. One particularly striking result is that 89% of the external stressors reported by students in response to the final questions of the interview had not been volunteered by students when they were originally asked why they enrolled online or what factors impacted their course outcomes – this suggests that the prevalence of these more complex environmental factors may go underreported in studies that do not ask about them explicitly.