ERIC Number: EJ1461677
Record Type: Journal
Publication Date: 2025-Mar
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1042-1726
EISSN: EISSN-1867-1233
Available Date: 2024-05-07
Perceptions of Psychological Safety in Healthcare Professionals' Online Learner-Learner Interactions
Janna Knickerbocker1; Andrew A. Tawfik1
Journal of Computing in Higher Education, v37 n1 p392-418 2025
Research in computer-supported collaborative learning has explored various ways to support learner-learner interaction as healthcare professionals engage in online formats. While studies have explored various socio-emotional learning outcomes, learners' psychological safety has yet to be explored as healthcare professionals engage in collaborative problem-solving. To address this gap, the qualitative study employed semi-structured interviews to understand occupational therapy students' (N = 10) perceptions of psychological safety as they engaged in an online learning class. The resulting themes of this study described the feelings associated with different forms of interactions requiring psychological safety: (a) being vulnerable, (b) fear of being misunderstood, (c) need to protect/protection, and (d) group cohesion. The findings have implications for online learner-learner interactions and computer-supported collaborative learning. For example, learners discussed how the perceived permanence of online learning lead to a sense of self-preservation and reticence to discuss the ill-structured and potentially controversial nature of complex problems. Additional aspects of psychological safety in online learning highlighted the importance of shared experiences, learning from failure, and community building.
Descriptors: Safety, Psychological Patterns, Computer Mediated Communication, Social Emotional Learning, Online Courses, Allied Health Occupations Education, Problem Solving, Occupational Therapy, Student Attitudes, Group Dynamics, Communication Problems, Peer Relationship, Cooperative Learning, Learning Experience, Sense of Community
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Publication Type: Journal Articles; Reports - Research; Book/Product Reviews
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Memphis, Memphis, USA