A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning

Satu-Maarit Korte; Solja Upola; Merja Paksuniemi; Janne Väätäjä; Pigga Keskitalo

A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning

Satu-Maarit Korte, Solja Upola, Merja Paksuniemi, Janne Väätäjä, Pigga Keskitalo

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review

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Abstract

This paper presents the findings of a study aimed at developing an interactive and participatory remote teaching model. The specific objective of this study was to support teachers in their use of exclusion-prevention teaching practices that take into account the psychosocial well-being of learners in upper secondary education and those in their last year of basic education. The need for this study arose due to increased student drop-out and burn-out rates during the COVID-19 pandemic. An online survey was conducted among students (N = 189) to identify their experiences of distance learning, and three workshops were held, during which students (N = 45) conducted a SWOT analysis of their learning experiences. The results revealed the students’ diverse needs, including support for their sense of agency and self-efficacy, and the significance of social interaction in remote teaching. Based on the students’ voices, the study identified effective supervision strategies and teaching organization as key issues to ensure no student is left behind. Consequently, the key features of interactive and participatory remote learning were used to design a model that can assist educators in planning and delivering remote education.

Original language	English
Title of host publication	A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic
Editors	Emily Baumgartner, Regina Kaplan-Rakowski, Richard E. Ferdig, Richard Hartshorne, Chrystalla Mouza
Publisher	Association for the advancement of computing in education
Pages	25-29
ISBN (Print)	978-1-939797-63-6
Publication status	Published - 2022
MoEC publication type	A3 Part of a book or another research book

Keywords

remote teaching
youth
psychosocial well-being
learning environment
student voice and agency
self-efficacy
survey
workshops

Field of science

General education

Access to research output

A Model to SupportFinal published version, 197 KBLicence: CC BY-NC-ND

https://www.learntechlib.org/primary/p/221522/Licence: CC BY-NC-ND

eOPE – Supporting participation in remote learning in basic education and upper secondary education
Korte, S.-M. (Principal Investigator), Paksuniemi, M. (Principal Investigator), Lakkala, S. (Other), Väätäjä, J. (Other) & Keskitalo, P. (Other)
European Social Fund ESF
01.05.2021 → 30.09.2023
Project: Co-funded project

Citation for this output

Korte, S.-M., Upola, S., Paksuniemi, M., Väätäjä, J., & Keskitalo, P. (2022). A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning. In E. Baumgartner, R. Kaplan-Rakowski, R. E. Ferdig, R. Hartshorne, & C. Mouza (Eds.), A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic (pp. 25-29). Association for the advancement of computing in education. https://www.learntechlib.org/primary/p/221522/

Korte, Satu-Maarit ; Upola, Solja ; Paksuniemi, Merja et al. / A Model to Support Students’ Psychosocial Well-Being : Promoting Student Self-Efficacy in Remote Learning. A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic. editor / Emily Baumgartner ; Regina Kaplan-Rakowski ; Richard E. Ferdig ; Richard Hartshorne ; Chrystalla Mouza. Association for the advancement of computing in education, 2022. pp. 25-29

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Korte, S-M, Upola, S, Paksuniemi, M, Väätäjä, J & Keskitalo, P 2022, A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning. in E Baumgartner, R Kaplan-Rakowski, RE Ferdig, R Hartshorne & C Mouza (eds), A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic. Association for the advancement of computing in education, pp. 25-29. <https://www.learntechlib.org/primary/p/221522/>

A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning. / Korte, Satu-Maarit; Upola, Solja; Paksuniemi, Merja et al.
A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic. ed. / Emily Baumgartner; Regina Kaplan-Rakowski; Richard E. Ferdig; Richard Hartshorne; Chrystalla Mouza. Association for the advancement of computing in education, 2022. p. 25-29.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Scientific › peer-review

TY - CHAP

T1 - A Model to Support Students’ Psychosocial Well-Being

T2 - Promoting Student Self-Efficacy in Remote Learning

AU - Korte, Satu-Maarit

AU - Upola, Solja

AU - Paksuniemi, Merja

AU - Väätäjä, Janne

AU - Keskitalo, Pigga

PY - 2022

Y1 - 2022

N2 - This paper presents the findings of a study aimed at developing an interactive and participatory remote teaching model. The specific objective of this study was to support teachers in their use of exclusion-prevention teaching practices that take into account the psychosocial well-being of learners in upper secondary education and those in their last year of basic education. The need for this study arose due to increased student drop-out and burn-out rates during the COVID-19 pandemic. An online survey was conducted among students (N = 189) to identify their experiences of distance learning, and three workshops were held, during which students (N = 45) conducted a SWOT analysis of their learning experiences. The results revealed the students’ diverse needs, including support for their sense of agency and self-efficacy, and the significance of social interaction in remote teaching. Based on the students’ voices, the study identified effective supervision strategies and teaching organization as key issues to ensure no student is left behind. Consequently, the key features of interactive and participatory remote learning were used to design a model that can assist educators in planning and delivering remote education.

AB - This paper presents the findings of a study aimed at developing an interactive and participatory remote teaching model. The specific objective of this study was to support teachers in their use of exclusion-prevention teaching practices that take into account the psychosocial well-being of learners in upper secondary education and those in their last year of basic education. The need for this study arose due to increased student drop-out and burn-out rates during the COVID-19 pandemic. An online survey was conducted among students (N = 189) to identify their experiences of distance learning, and three workshops were held, during which students (N = 45) conducted a SWOT analysis of their learning experiences. The results revealed the students’ diverse needs, including support for their sense of agency and self-efficacy, and the significance of social interaction in remote teaching. Based on the students’ voices, the study identified effective supervision strategies and teaching organization as key issues to ensure no student is left behind. Consequently, the key features of interactive and participatory remote learning were used to design a model that can assist educators in planning and delivering remote education.

KW - remote teaching

KW - youth

KW - psychosocial well-being

KW - learning environment

KW - student voice and agency

KW - self-efficacy

KW - survey

KW - workshops

M3 - Chapter

SN - 978-1-939797-63-6

SP - 25

EP - 29

BT - A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic

A2 - Baumgartner, Emily

A2 - Kaplan-Rakowski, Regina

A2 - Ferdig, Richard E.

A2 - Hartshorne, Richard

A2 - Mouza, Chrystalla

PB - Association for the advancement of computing in education

ER -

Korte SM, Upola S, Paksuniemi M, Väätäjä J , Keskitalo P. A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning. In Baumgartner E, Kaplan-Rakowski R, Ferdig RE, Hartshorne R, Mouza C, editors, A Retrospective of Teaching, Technology, and Teacher Education during the COVID-19 Pandemic. Association for the advancement of computing in education. 2022. p. 25-29

A Model to Support Students’ Psychosocial Well-Being: Promoting Student Self-Efficacy in Remote Learning

Abstract

Keywords

Field of science

Access to research output

Fingerprint

Projects

eOPE – Supporting participation in remote learning in basic education and upper secondary education

Citation for this output