Abstract:

Mental wellbeing, of both students and staff, is a significant issue in further and higher education. Increasing numbers of students are experiencing mental health difficulties, and staff are increasingly under pressure. Evidence suggests that this may be particularly critical in distance and technology-enhanced learning, as learners may be more isolated and less likely to take advantage of campus-based support. It is commonly recognised in the literature that there is a need to change the culture of post-secondary education, from a culture of competitiveness, over-work and pressure, to a culture that values wellbeing and joy, and one in which these values are embedded in teaching and learning.

This paper draws on empirical data from interviews (N=21), focus groups (N=116) and surveys (N=1250) with higher education staff and students about how wellbeing can effectively be embedded in technology-enhanced learning. Participants' positive experiences and suggestions are brought together into a model that can be easily adopted by teachers, tutors and students and can enhance wellbeing in technology-enhanced learning. The AAA model consists of three focal areas, each beginning with ‘A’:
• Activities that bring comfort
• Achievements that spark joy
• Abilities around managing and enhancing wellbeing

This paper presents and exemplifies this model, with a particular focus on how it can be used effectively in technology-enhanced learning, with a view to embedding wellbeing in teaching and learning.

Keywords:

Mental wellbeing, mental health, technology-enhanced learning, students, education, inclusion.