Abstract:
Loneliness is increasingly discussed as a psychosocial risk in higher education, particularly in digital and flexible study formats. This article examines how asynchronous digital learning paths in blended learning courses affect students’ experiences of social connectedness. Based on a mixed-methods study with teacher education students, the findings show that social connectedness does not emerge automatically but depends on intentional instructional design. Structured peer interaction and visible teaching presence emerge as key preventive strategies against social isolation. The article highlights the role of instructional design as a structural lever for fostering belonging in digital study contexts.
Über die Autorin:
- Birte Lüders,
M.A., ist wissenschaftliche Mitarbeiterin im Lehr- und Forschungsgebiet Deutsch als Fremd- und Zweitsprache (DaFZ) an der Universität Kassel. Im Rahmen des
QuiS_Flex-Projekts entwickelt sie digitale und hybride Lernarrangements zur Flexibilisierung von Studium und Lehre
