ERIC Number: EJ1438836
Record Type: Journal
Publication Date: 2024
Pages: 5
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1547-4712
EISSN: EISSN-None
Faculty Development of Strategies to Address Student Stresses Pursuing Online Curriculum
David J. Wallace
Distance Learning, v21 n2 p25-29 2024
Twenty-five-year-old inner-city students acquiring their high school diploma via an online forum experience stress. The research question is: How do faculty develop effective strategies to help online adult students mitigate stressors (from curriculum or technology)? The conceptual framework used in this research aligns with both the wellness theory that discusses how educators develop procedures and the self-regulatory learning theory that discusses factors related to student achievements. The reasoning for the research was the visible gap regarding stress in an online forum. The research utilized 12 participants from the nonprofit. Members of the nonprofit agree that students experience different stressors based on either technology or content; therefore, the director of the nonprofit implemented planning, design, implementation, and pedagogy in developing their strategies.
Descriptors: Urban Schools, Online Courses, Stress Variables, Distance Education, Adult Students, Teacher Role, Stress Management, Educational Technology, Curriculum, Nonprofit Organizations, High School Equivalency Programs
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271. Tel: 704-752-9125; Fax: 704-752-9113; e-mail: infoage@infoagepub.com; Web site: https://www.infoagepub.com/distance-learning.html
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Adult Education; High School Equivalency Programs
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A