Fjelkner-Pihl Annika
Center for Higher Education Development, Kristianstad University, Kristianstad, Sweden.
Innov High Educ. 2023;48(1):83-104. doi: 10.1007/s10755-022-09611-y. Epub 2022 Jun 9.
The present mixed-methods study provides insight into how students in higher education describe and form multiplex relationships in a cohort of students attending a commuter college, thereby improving our understanding of the complex relationships within student groups and their relation to learning. The main aim was to understand the student experience of networking with other students, particularly how commuter students perceive their academic relationships. Relational data were collected in a cohort of students ( = 109), complemented by 15 semi-structured interviews. One main finding was that students perceived that their largely homophilous multiplex relationships were central to academic achievement, but if students also had limited friendship relations these multiplex relationships could limit students' academic experience. Another finding was how orientation week and group work done during the first semester mainly supported the formation of multiplex networks but were also perceived as barriers by some students. Likewise, commuting both scaffolded network building and became a barrier, especially for students with an immigrant background. One important implication for curriculum development is that faculty cannot leave relationship building to the students alone. A strategic model is discussed that supports emerging multiplex relationships, which can lead to gains in learning, retention, and integration.
本混合方法研究深入探讨了高等教育中的学生如何描述并形成多重关系，这些学生来自一所通勤制大学的某个班级，从而增进了我们对学生群体内部复杂关系及其与学习之间关系的理解。主要目的是了解学生与其他学生建立人际关系的体验，尤其是通勤学生如何看待他们的学术关系。我们收集了一个班级109名学生的关系数据，并辅以15次半结构化访谈。一个主要发现是，学生们认为他们在很大程度上基于同质性的多重关系对学业成绩至关重要，但如果学生的友谊关系有限，这些多重关系可能会限制学生的学术体验。另一个发现是，迎新周和第一学期的小组作业主要促进了多重网络的形成，但也被一些学生视为障碍。同样，通勤既为网络建设提供了支撑，也成为了障碍，尤其是对有移民背景的学生而言。课程开发的一个重要启示是，教师不能只让学生自己建立关系。文中讨论了一个支持新兴多重关系的战略模型，这可能会带来学习、留级和融入方面的收获。
