Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging
AbstractThis research followed 19 mature-aged distance students through their first semester of undergraduate study. The analysis of interviews and video diaries presented in this paper focuses on two key elements of emotional engagement: interest and belonging. Findings highlight the importance of interest triggered by personal preferences and experiences. Interest led to enjoyment, increased behavioural engagement with greater time and effort expended, and improved cognitive engagement in terms of depth and breadth of learning. In contrast, there was less evidence of the social side of emotional engagement, belonging. Participants felt little connection to the university, but connecting with fellow students through face-to-face courses and online forums was important for some to reduce their sense of isolation. However, distance study was not for all. The findings highlight the need for staff to consider emotional engagement when designing and delivering the curriculum and when interacting with students, particularly in the all-important first year.
Jul 27, 2014
How to Cite
KAHU, Ella. Increasing the emotional engagement of first year mature-aged distance students: Interest and belonging. The International Journal of the First Year in Higher Education, [S.l.], v. 5, n. 2, p. 45-55, july 2014. ISSN 1838-2959. Available at: <http://fyhejournal.com/article/view/231>. Date accessed: 16 aug. 2018. doi: https://doi.org/10.5204/intjfyhe.v5i2.231.
distance education, emotional engagement, student engagement, mature-age learning
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