Caprara Laura, Caprara Cataldo
Graduate Studies in Education, St. Francis Xavier University, Antigonish, Nova Scotia Canada.
Educ Inf Technol (Dordr). 2022;27(3):3683-3722. doi: 10.1007/s10639-021-10768-w. Epub 2021 Oct 6.
The purpose of this scoping review is to isolate and investigate the existing data and research that identifies if the synchronous face-to-face visual presence of a teacher in a virtual learning environment (VLE) is a significant factor in a student's ability to maintain good mental health. While the present research on this explicit interaction among VLE implementation and student mental health is limited, the material suggests a framework for strong utilization of VLEs. Overall, our research has shown that authentic, high quality VLEs are ones that have as their primary focus the communication between students and their teachers and between students and their peers. This communication is best generated through synchronous connections where there exists the ability to convey the student's immediate needs in real-time. Our research results and discussion will outline how a team approach that brings together teachers, students, administration, counsellors, mental health support staff, instructional designers, and ICT specialists is necessary to create a genuinely enriching VLE where both learning and social-emotional needs can be met. The authors present a case for further study in order to reveal the nature of the interaction among VLEs and student mental health.
本范围综述的目的是筛选并调查现有数据和研究，以确定在虚拟学习环境（VLE）中教师同步面对面的视觉呈现是否是学生保持良好心理健康能力的一个重要因素。虽然目前关于VLE实施与学生心理健康之间这种明确互动的研究有限，但相关资料提出了一个有效利用VLE的框架。总体而言，我们的研究表明，真正高质量的VLE以学生与教师之间以及学生与同伴之间的交流为主要重点。这种交流最好通过同步连接来实现，在同步连接中能够实时传达学生的即时需求。我们的研究结果和讨论将概述，需要一种团队方法，将教师、学生、管理人员、辅导员、心理健康支持人员、教学设计人员和信息通信技术专家聚集在一起，以创建一个真正丰富的VLE，既能满足学习需求，又能满足社会情感需求。作者提出了进一步研究的理由，以揭示VLE与学生心理健康之间互动的本质。
