2.How many students will be in each ARC Discussion group, and how will students be grouped?

3.How many practice ARC Discussions will you have, and when will they take place?

4.When will the mock and final ARC Discussions take place?

5.How will you prepare for each ARC Discussion?

6.How will your group choose a discussion topic for each ARC Discussion? (You will also learn more about this in later lessons.)

7.During each ARC Discussion, how long will each student speak for, and what are the names of the five ARC tasks that will be discussed?

Discuss your answers to the questions on the next slide. Add them to the class padlet, or follow tutor instructions.

•Group 1: focus on article 1 (Elhai et al., 2017).

•Group 2: focus on article 2 (Lister et al., 2021). 

•Group 3: focus on article 3 (Worsley et al., 2021).

(Clue: look at the title / abstract.)

2.Which data collection technique(s) was / were used? (e.g. questionnaires, interviews, observations, surveys)

(Clue: look at the abstract / the methods section.)

3.What was the conclusion of the article? What did the researchers find out? Connect back to the main topic.

(Clue: look at the conclusions section.)

l This paper reports on a qualitative study that investigated barriers and enablers to mental well-being and study success that students experienced in distance learning. 

l The writer focus on aspects of study, skills-development and the distance learning environment, and are presented in a taxonomy of barriers and enablers that suggest a range of implications for distance learning educators and policy developers.

 

Interview：

l Sixteen distance learning students and five tutors

l narrative enquiry

l students told their own stories and tutors told stories of students they had supported.

l Barriers and enablers

Because the mental health is subjective relatively and interview is easier to get the long-length answer of the qualitative question