Alone, together: how a strategy of writing, reflecting and relating helped research students deal with isolation

Abstract

PurposeThe purpose of this research is to assess the impact of the synchronous online teaching strategy on higher degree research students, particularly those dealing with isolation. The aim is to enhance their coping mechanisms and writing productivity, fostering a supportive learning environment.Design/methodology/approachThis study employed surveys to evaluate the effectiveness of a synchronous online teaching strategy designed for Higher Degree Research students who may experience isolation. The strategy incorporated activities involving writing, reflection, and peer interaction, targeting students who prefer social and solitary learning.FindingsThe results indicate that the teaching strategy significantly benefited a majority of higher degree research students, promoting skill improvement in writing, reflection, and meaningful connections within the student community. Notably, it exhibited the strongest positive correlation with solitary learners, particularly in terms of social connection, reducing their sense of isolation.Research limitations/implicationsThis research underscores the potential of tailored teaching strategies in addressing isolation among Higher Degree Research students, acknowledging limitations including reliance on surveys. The study’s findings have significance for pedagogical design in online and blended learning environments, offering strategies to combat isolation and enhance the student experience while supporting diverse learning preferences. Further investigation into different learning contexts and demographics is also warranted.Originality/valueThis research contributes to the field by demonstrating the positive impact of a synchronous online teaching strategy on higher degree research students, particularly those prone to isolation. It emphasises the value of tailored approaches in enhancing their educational experience and combating feelings of solitude.