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    Self-viewing and attitudes towards distance learning : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Information Sciences at Massey University, Auckland, New Zealand
    (Massey University, 2023) Yu, Ting
    The outbreak of COVID-19 has dramatically changed learning modes worldwide. To reduce and avoid physical contact, teachers and students conduct remote studies via video conferencing. In this study, we explore the relationship between self-viewing and the attitudes towards distance learning and analyze the factors (such as self-awareness, engagement and communication) influencing this relationship in distance learning. Data is collected using questionnaires (N = 863, in which teachers are 200 and students are 663) comprising eight Likert scales (four for teachers, four for students) on teachers’ and students’ video conferencing. The results show that for distance learning, (i) the frequency of self-viewing can directly affect attitude, and (ii) the frequency of self-viewing can also indirectly affect attitude through communication, engagement, and self-awareness. In this study, the results provide new ideas for the research on cognitive theory, verify objective self-awareness theory and provide some implications for the use of cameras and the effect of cameras on academic performance in distance learning.
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    The engagement of mature distance students
    (Routledge Taylor & Francis Group, 2013) Kahu ER; Stephens C; Leach L; Zepke N
    An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.