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Description
Depression is one of the top mental health concerns among undergraduatesand disproportionately affects students who are underrepresented in science. As
such, understanding how emerging science learning environments, such as online
science courses, affect students with depression is integral to creating a more
inclusive scientific community. In this exploratory study, I interviewed 24
undergraduates with depression who were pursuing an online BS degree in
biological sciences at a research-intensive institution. I assessed how students
perceived depression affected their learning, and in turn, how online science
courses affected their depression. Using a hybrid approach of deductive and
inductive coding, I found that students’ reported depression negatively affected an
array of cognitive domains when learning science online, including students’
effort, focus, and time management. Students reported that the fast pace of online
courses, the lack of needing to show up to a class in person, and difficulty
developing relationships with other students commonly exacerbated their
depression. Conversely, the flexibility of completing coursework when and where
students wanted, developing a relationship with the instructor, and the ease of
having questions answered online positively affected students' depression. This
study provides insight into ways to create inclusive online learning environments
for students with depression.
ContributorsMohammed, Tasneem (Author) / Cooper, Katelyn KC (Thesis advisor) / Brownell, Sara SB (Committee member) / Collins, James JM (Committee member) / Arizona State University (Publisher)
Created2022