Abstract:

In the educational discussions and reforms focus on what (curriculum) is being taught and how (pedagogy) it is taught. These two dimensions do not contain psychological factors of learning which can matter even more than the cognitive factors for the academic performance of students. (Dweck et al. 2014.) To improve student learning attention needs to be paid to relationships and caring (Bowen, 2021).

The student and teacher wellbeing have been brought under discussion as distance learning has grown in popularity among young adults, and especially after of the COVID pandemic which implied that most learning activities migrated suddenly from onsite to online. It affected negatively both students and teachers. Distance learning is flexible for the student but also requires self-regulation skills as well as proactivity. Classroom culture, course design, curricula, assessment, and physical and virtual spaces as well as teachers and tutors all play a key role not only in students’ learning but also in their personal well-being and ability to flourish. Therefore, it is crucial to look at how we can create and sustain a safe atmosphere and cooperative learning environment online.

Pedagogical well-being is about creating a supportive and meaningful learning environment that not only promotes academic success but also contributes to the overall well-being of students and teachers. Student and teacher well-being are linked. Building up pedagogical well-being requires pedagogical awareness: understanding of teaching, learning, well-being, and the connection between them.

Student well-being is related to academic tenacity: working hard, and working smart, for a long time to reach long-term goals. Well-being consists of psychological, cognitive, social, and physical capabilities that a student needs to live a happy and fulfilling life (Korte et al. 2023; OECD, 2017). Numerous studies show that the ability to experience positive feelings forms the basis for well-being and success. Positive pedagogy is based on the idea that positive experiences and focusing on strengths stimulate learning and increase motivation.

This article discusses the factors that affect student well-being and contemplates how positive pedagogy can be applied to promote well-being in a distance learning context. It brings up some interventions for boosting student well-being in an online environment. These recommendations are based on literature as well as on the author's own experience of online teaching at a higher education institute. The recommendations can be listed under four subtitles: promotion of a sense of safety and trust; Promotion of connections and a sense of community; scaffolding and positive feedback; personal relevance and reflection; and time for reflection.

Keywords:

Digital pedagogy, online learning, higher education, well-being pedagogies.