The Role of Social Relationships with Peers and Teachers for Undergraduate Students’ Subjective Wellbeing in the Context of University Synchronous Online Learning

Social interactions with peers and teachers significantly impact students’ subjective wellbeing (SWB) by influencing their achievements, mental health, and motivation. Students who study online often lack these interactions, leading to lower SWB. However, studies show that the experience of social relationships varies by context. Therefore, examining the specific context of an online programme integrated within the university with partially regulated social interactions and active students and teachers’ engagement in the learning process provides a more comprehensive understanding of the online students' social experiences, distinct from other online learning formats. The aim of the present study was to find out what such students find important in social interactions for their SWB and whether they are satisfied with the quality of these interactions. To gather insights from the experiences of participants, data were collected from eight semi-structured interviews with second year undergraduate students of a synchronous online programme. Thematic analysis revealed the importance of communication for SWB in the university setting, noting the significance of relationships among teachers and peers. While participants recognised the lack of personal social interactions with online peers, they found that academic communication with them may decrease feelings of detachment. Teacher relationships played a pivotal role in students’ SWB and positive learning experience, suggesting that strong teacher support can offset a potential decrease in student SWB in online programs with limited peer interactions.