![]() The increase in university participation has led to greater complexity in terms of students' trajectories, with the option of changing degree course or higher education institution or, more recently, the mode of study (face-to-face and online learning). ![]() ![]() Going online? Does transferring to online university increase the likelihood of graduation among students from lower social background? Additional research is required to establish the causes of social anxiety in digital learning environments and, as a result, to develop strategies to minimise its effect. The findings suggest that it is worth tertiary educators pausing to consider social anxiety's role in reducing interactions within digital learning environments. In addition, gender plays a significant role in social anxiety for peer interactions with female students reporting higher social anxiety than male students. Findings revealed different levels of social anxiety in higher education digital learning environments across countries and their cultural contexts. This range of contexts allowed the research to cover a wide variety of cultural and institutional idiosyncrasies. The project reported here investigates Nā=ā666 students' social anxiety in digital learning environments at four higher education institutions located in Australia, Germany, Latvia, and Turkey. Social anxiety is conceptualized as an emotional disorder that may impede achievement in higher education. The research focused on digital learning environments has identified various challenges for learners, such as technical problems, lack of community, motivation, self-regulation, self-efficacy, and social anxiety. Social anxiety in digital learning environments: an international perspective and call to action
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