Blend-it live events: Barriers and enablers to wellbeing in online learning (15.02.22)

Blend-it Live Events

Student happily engaged on laptop

Tuesday, February 15th, 11.00 – 12.00 on Collaborate Ultra

Join us for the next Blend-it live event exploring wellbeing in online learning.

“Student mental health is a critical issue in higher education… but research in this area has focused primarily on campus environments, identifying stressors such as halls of residence. Since distance learning students disclose mental health issues at a higher rate than campus students, and completion and progression gaps are on a par with the sector, it is critical that the barriers and enablers to mental wellbeing in distance learning are understood.”

Lister, K. Seale, J. and Douce, C. (2021) ‘Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing’

Blend-it Live Events are an opportunity to explore important topics in higher education while testing different digital tools. Our tool next month is the Moodle Wiki, a collaborative tool for capturing and sharing ideas in a series of interlinked pages.

Overview

In this workshop, attendees will become members of a fictitious course, Media, Information and Technoculture, where we’ll explore our understanding of the barriers and enablers to wellbeing in digital learning environments using a simple Wiki activity.

Our discussion will focus on the 3 categories in Lister et al.’s (2021) study of distance education: study-related, skills-related, and environment enablers and barriers.

Taxonomic wheel of barriers and enablers to mental wellbeing in distance learning

Optional Reading

We recommend reading the Abstract (page 3) and the Discussion (pages 20-23) of Lister et al.’s article before the workshop, but it is not required to participate.

Lister, K.; Seale, J. and Douce, C. (2021) ‘Mental health in distance learning: a taxonomy of barriers and enablers to student mental wellbeing’ Open Learning: The Journal of Open, Distance and e-Learning, DOI: 10.1080/02680513.2021.1899907.

Leave a Reply

Your email address will not be published.

*