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Self-Esteem and Loneliness as Factors Affecting Distance Learning Students

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Vakoufari M., Christina A., Mavroidis I.
European Journal of Open, Distance and E-Learning
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2014
|
vol. 17
|
issue 2
100-116
EN
This study aims at empirically examining the relation of self-esteem and loneliness with social presence, academic performance, satisfaction with the course and intention for academic drop out, in a blended distance learning environment in Greece. The study involved both undergraduate and postgraduate students of the Hellenic Open University (HOU). Data were collected via a four-section questionnaire. The correlational data analysis yielded a negative correlation between self-esteem and intention for academic drop out, while there is a positive correlation between self-esteem and satisfaction derived from the course. Results also suggested that there is no correlation between self-esteem and academic performance. Findings also revealed that there is no statistically significant correlation between loneliness and the other variables under examination. Furthermore, the results showed that there were no statistically significant differences between the examined variables in relation to the demographic features (gender, age, etc.). The findings of the present study are discussed in relation to the relevant literature, taking into consideration the blended learning educational format offered by the HOU which is based on methodologies used in other European institutions that offer distance learning courses. Finally, recommendations for further research are presented.
2

Transactional Distance among Open University Students: How Does it Affect the Learning Process?

100%
Kassandrinou A., Angelaki C., Mavroidis I.
European Journal of Open, Distance and E-Learning
|
2014
|
vol. 17
|
issue 1
26-42
EN
This study examines the presence of transactional distance among students, the factors affecting it, as well as the way it influences the learning process of students in a blended distance learning setting in Greece. The present study involved 12 postgraduate students of the Hellenic Open University (HOU). A qualitative research was conducted, using information collected via individual semi-structured interviews. Content analysis of the gathered information provided evidence regarding the existence of student-student transactional distance for several reasons, such as geographical and relatively limited face to face interaction. The role of the tutor as well as of the course provider were also examined in this respect. Finally the study indicated that the existence of perceived transactional distance among the students has a negative effect on their learning process.
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