Thesis title:
Investigating the role of virtual learning environments on student mental wellbeing in higher education
Abstract:
Higher Education students’ mental health and wellbeing are a cause for concern. Although the prevalence of students experiencing these difficulties is debated, in the UK the overall trend over past the decade has been an increase in the proportion of students reporting poor mental health and wellbeing. A public health response has been recommended, involving a ‘whole university approach’. One key component of university experience is the curriculum. Most undergraduate students studying in-person campus-based courses are required to use a virtual learning environment (e.g., Moodle, Blackboard). This PhD project investigated the research question: What role may virtual learning environments (VLEs) have in the mental wellbeing of undergraduate students studying on campus-based courses in UK Higher Education institutions?
The research question was investigated using a sequential mixed method design with a critical realist orientation. First, focus groups with undergraduate students were conducted (Study 1) to understand the student experience in context, identify relevant theories, and generate hypotheses for further investigation in quantitative studies. Second, an interview study was completed with lecturers to understand their experience in this context. Third, an online survey with students was conducted to test hypotheses generated from Study 1, including questions informed by Self-Determination Theory. Fourth, literature searches, expert consultation, and cognitive interviews with students were used to develop a scale for the VLE context. Next, an online survey with students was conducted to test the new VLE scale for validity (including item reduction). Finally, another online survey with students was conducted to retest the new VLE scale for validity and to test the hypotheses generated from Study 1 to examine the main research question. The studies identified several features of VLE-use that could impact the mental wellbeing of undergraduate students who are enrolled on campus-based courses.
Informed by Self-Determination Theory, this PhD has laid the foundations for a new scale assessing how lecturers’ VLE-use can support the satisfaction of students’ basic psychological needs, contribute to their autonomous motivation, and ultimately their mental wellbeing. The PhD concluded that VLE-use needs further investigation with a public health perspective to support the mental wellbeing of both lecturers and their students.
First supervisor:
Eleanor Dommett
CASE partner:
Student Minds
Pathway:
2 – Life Course, Psychology, & Health
Cohort:
2019-20