ORCID
0009-0007-6633-5478
Keywords
Anxiety, Online Learning, Social Presence, Teaching Presence, Cognitive Presence, Mixed Methods, Teacher Education
Abstract
Anxiety is a growing concern across university campuses. University students with anxiety are more likely to experience poor academic performance, disengagement, and attrition in their courses. Anxiety levels among online students can be significant and often more pronounced in online learning environments compared to traditional classroom settings. This dissertation aimed to examine the correlation between anxiety and online courses. Grounded in the Community of Inquiry (CoI) framework and its subscales, Teaching Presence, Social Presence, and Cognitive Presence, the aim was to understand how these elements correlate with state and trait anxiety in online courses. This mixed-methods study took quantitative data from a shortened State-Trait Anxiety Inventory (STAI) and the CoI instrument, along with qualitative insights from open-ended questions. Quantitative results showed trait anxiety has a positive correlation with Teaching Presence, indicating that higher levels of Teaching Presence are associated with increased levels of anxiety. The results showed that anxiety has a negative correlation with Social Presence, suggesting that higher levels of Social Presence are associated with decreased levels of anxiety. Qualitative results revealed that clear instructions, timely feedback, and well-structured course design correlate with reduced anxiety, and a lack of social interaction and support correlates with higher anxiety. This study aims to highlight the importance of fostering a supportive and engaging online learning environment to mitigate anxiety and enhance student well-being and academic success. It intends to provide insights for instructors, instructional designers, and educational institutions to create better online learning environments that support the mental health of university students.
Completion Date
2024
Semester
Fall
Committee Chair
Glenda Gunter, PhD
Degree
Doctor of Education (Ed.D.)
College
College of Community Innovation and Education
Department
Learning Sciences and Educational Research
Degree Program
Curriculum & Instruction, EdD: Instructional Design and Technology
Format
Identifier
DP0028999
Language
English
Release Date
12-15-2024
Access Status
Dissertation
Campus Location
Orlando (Main) Campus
STARS Citation
Jones-Roberts, Charlotte A., "Examining Anxiety and Online Learning Experiences" (2024). Graduate Thesis and Dissertation post-2024. 36.
https://stars.library.ucf.edu/etd2024/36
Accessibility Status
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