Abstract
Students in the early stages of their studies are prone to isolation. This case study focuses on doctoral students and empirically investigates the potential of Information and Communication Technologies in academic communal spaces to enhance social connectedness. To do so, we conducted a qualitative exploratory study that employed semi-structured interviews. In particular, we interviewed 7 doctoral students and asked them about their understanding and perceptions of integrating technologies in communal spaces. We utilized brochures of fictional technologies and worksheets to probe and elucidate students’ insights on social connectedness. The coding of the interview corpus suggested that technologies can significantly foster social connectedness by facilitating traditional socializing practices in the academic communal spaces. Additionally, data highlighted the preference for technologies that facilitate student collaboration in addressing academic and practical challenges while emphasizing the importance of incorporating privacy measures to foster positive interactions. This study contextualized the framework of social connectedness by operationalizing its dimensions—belongingness, social appraisal, and relationship salience. The implications of this research extend to educational policymakers, and technology developers, indicating that integrating technologies in communal areas mitigate feelings of isolation among doctoral students and develop inclusive communities.
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Acknowledgments
We thank the researchers for their contributions to developing the 'questionable concepts'. This research has been funded by the SWELL project (https://www.ntnu.edu/sustainability/swell) and NTNU strategic area Sustainability (https://www.ntnu.edu/sustainability).
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Ali, G.S., Giannakos, M., Petersen, S.A. (2024). Technology for Social Connectedness: A Case Study in Academic Communal Spaces. In: van de Wetering, R., et al. Disruptive Innovation in a Digitally Connected Healthy World. I3E 2024. Lecture Notes in Computer Science, vol 14907. Springer, Cham. https://doi.org/10.1007/978-3-031-72234-9_28
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DOI: https://doi.org/10.1007/978-3-031-72234-9_28
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