Call for Chapters: Exploring Student Psychology in Online Higher Education
Editors
Kathleen Sprute, Grand Canyon University, United States
Rick Holbeck, Grand Canyon University, United States
Call for Chapters
Proposals Submission Deadline: May 14, 2025
Full Chapters Due: July 16, 2025
Submission Date: July 16, 2025
Submit a proposal: Call for Chapters: Exploring Student Psychology in Online Higher Education | IGI Global Scientific Publishing
Introduction
In the past two decades, higher education has transformed significantly with institutions offering online courses and degree programs to a global audience (Gillett-Swan, 2017; Yuan & Powell, 2013). This rise in online learning provides flexible access to students from diverse backgrounds (Farrell & Brunton, 2020). While online education offers flexibility, accessibility, and scalability, it also brings challenges such as issues in engagement and emotional connection due to its asynchronous nature (Farrell & Brunton, 2020; Ally, 2008; Martin et al., 2020). The shift from traditional classrooms to virtual spaces affects student motivation, engagement, cognition, and well-being (Borup et al., 2014; Martin et al., 2018). Historically, research on student success has focused on traditional settings; however, online learning necessitates new approaches to understand learner behavior (Kizilcec et al., 2017). Students in digital environments face challenges such as isolation and cognitive overload, amidst the evolving influence of AI, adaptive systems, and gamified tools which add further psychological considerations (Bozkurt et al., 2020; Huang et al., 2022; Ifenthaler & Schumacher, 2016). This book delves into the intersection of student psychology and online higher education, providing strategies for educators and institutional leaders to enhance student engagement and course design, with the aim of improving outcomes. It comprises four parts, addressing psychological foundations, engagement, success factors, and institutional strategies. Each section integrates psychological research with practical applications to improve digital learning environments (Farrell & Brunton, 2020; Martin et al., 2020). By exploring cognitive, emotional, and social dimensions, the book encourages a human-centered approach to digital education.
Objective
The book's objective is to explore the relationship between student psychology and online higher education. It aims to provide insights into how students think, feel, and learn in digital environments and to offer evidence-based strategies that educators, instructional designers, and institutional leaders can use. By understanding student psychology, the book seeks to help stakeholders create more effective course designs, enhance engagement strategies, and implement targeted support systems, ultimately improving student outcomes in online education
Target Audience
· Educators: Teachers and professors involved in online higher education who wish to understand their students better and develop more effective teaching methods.
· Instructional Designers: Professionals responsible for creating online courses who can benefit from insights into student psychology to design more engaging and supportive learning experiences.
· Institutional Leaders: Administrators and policymakers in higher education institutions who need to understand the psychological impacts of digital education on students and staff to inform strategic decisions.
· Researchers and Scholars: Those examining the intersection of psychology and education technology can use this book as a resource for understanding current challenges and solutions in the online learning environment.
· Students: Individuals who are pursuing or considering online education and are interested in understanding the dynamics that could affect their learning experience.
Recommended Topics
· Growth of online learning and its psychological implications.
· Comparing traditional, hybrid, and fully online student experiences.
· Key psychological trends in digital learning.
· Memory, attention, and cognitive load in virtual environments.
· Active learning strategies and student engagement.
· Overcoming digital distractions and information overload.
· Theories of motivation (self-determination, expectancy-value, goal-setting).
· Self-regulated learning and time management in digital courses.
· Psychological barriers to persistence and completion.
· Psychological principles of game-based learning.
· How gamification fosters motivation and persistence.
· Case studies of effective gamified online courses.
· How AI adapts to individual learning styles and needs.
· The impact of AI-driven tutoring on cognitive engagement.
· Ethical and psychological concerns in AI-powered learning.
· How students psychologically respond to AI-generated feedback.
· The role of AI in reducing or increasing cognitive load.
· Trust, skepticism, and human-AI interaction in education.
· AI’s potential impact on critical thinking and creativity.
· The psychology of isolation in online learning.
· Strategies for building peer connections and instructor presence.
· Role of discussion forums, group projects, and social media.
· The impact of online learning on stress, anxiety, and burnout.
· Strategies for promoting well-being and resilience.
· nstitutional responsibilities in supporting mental health.
· How emotional intelligence affects student engagement and performance.
· Developing self-awareness, empathy, and resilience in digital spaces.
· Teaching and assessing emotional intelligence in online courses.
· Cognitive and behavioral effects of adaptive learning.
· The role of data analytics in predicting student success.
· Balancing personalization with autonomy and self-directed learning.
· Psychological effects of grading and assessment in online courses.
· The impact of timely and constructive feedback on learning behaviors.
· Alternative assessment methods that support student growth.
· Psychological barriers for marginalized and neurodiverse students.
· Best practices for digital accessibility and universal design.
· Creating culturally responsive online learning environments.
· Training faculty to understand student psychology in online settings.
· Overcoming resistance to digital teaching and fostering empathy.
· The role of faculty as mentors and psychological support agents.
· How financial structures impact student psychology and persistence.
· Online tuition models and their effect on student motivation.
· Policy implications for psychological support services in digital education.
· Cognitive and social factors influencing academic dishonesty.
· AI-generated content and the challenges of maintaining integrity.
· Strategies for fostering intrinsic motivation and ethical behavior.
· Federal and state policies affecting student mental health.