A Comparative Study on the Role of Social Support Agents on Academic Resilience of Students in an Online and Face to Face Learning Environment

Abstract

This comparative research aims to investigate the role of social support agents in determining the academic resilience of tertiary level students during face-to-face and online learning environment. Social support buffers not only stressful experiences but also provide guidance to resolve their educational challenges. A cross-sectional survey was designed to measure social support and academic resilience with adapted scales. The data were collected from undergraduate students (n=505) enrolled in formal and distance learning institutions. The reliability and validity of adapted scales were ensured i.e., of academic resilience (α= 0.79; CVI= 0.85) and social support (α= 0.92; CVI= 0.89). Inferential statistics revealed that peers’ support influence (p= .019) the academic resilience of online students whereas teachers’ support (p=.061) insignificantly facilitates students’ academic resilience in face-to-face learning environment. Moreover, gender difference was significant among peer support (p= .013) in different modes of learning. In short, male students experience better peer support in online learning environments while female students experienced better peer support in face-to-face learning environments.  It can be concluded that the reason of less peers’ support in online learning environment is due to fewer collaborative learning activities that is a source of academic isolation among students.