Aspects of online college science courses that alleviate and exacerbate undergraduate depression

Abstract

Depression is a top mental health concern among college students, yet there is a lack of research exploring how online college science courses can exacerbate or alleviate their depression. We surveyed 2,175 undergraduates at a large research-intensive institution about the severity of their depression in large-enrollment online science courses. The survey also explored aspects of online science courses that exacerbate or alleviate depression and we used regression analyses to assess whether demographics predicted responses. Over 50% of undergraduates reported experiencing depression and LGBTQ+ students, financially unstable students, and lower division students were more likely to experience severe rather than mild depression compared to their counterparts. Students reported difficulty building relationships and struggling to perform well online as aspects of online science courses that exacerbated their depression and the flexible nature of online courses and caring instructors as aspects of online courses that alleviated their depression. This study provides insight into how instructors can create more inclusive online learning environments for students with depression.

High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis

“…Therefore, instructors, schools, and governments should take notice of the current situation and figure out ways to collaboratively help online learning students relieve anxiety, depression, and stress against the backdrop of the COVID-19 pandemic. Instructors, as the group with the closest connections to students, could alleviate students’ negative emotions by designing flexible coursework and test-taking, having organized online courses, and showing care about students’ mental health ( Mohammed et al, 2021 ; Busch et al, 2022 ). From the schools’ perspective, professional programs for reducing students’ mental disorders, such as anxiety, depression, and stress, could be implemented.…”

Lessons Learned during the Transition to Online Learning in a University Nutrition and Exercise Department

“…A recent study of students in online courses found that students perceived being cared for by instructors who made clear acknowledgments about mental health and provided resources on mental health in course materials [15]. Additionally, students in this same study reported an exacerbation of depression when courses did not provide both formal and informal interaction time between students and the professor, due to increased feelings of isolation [15]. More research should be done to investigate ways to increase caring and connectedness in online environments.…”

“…Of concern from the MUSIC model data, was that the Caring dimension of the MUSIC model revealed the lowest score for both semesters indicating a need to be more intentional in an online learning environment to make students feel cared for. A recent study of students in online courses found that students perceived being cared for by instructors who made clear acknowledgments about mental health and provided resources on mental health in course materials [15]. Additionally, students in this same study reported an exacerbation of depression when courses did not provide both formal and informal interaction time between students and the professor, due to increased feelings of isolation [15].…”

The Aspects of Active-Learning Science Courses That Exacerbate and Alleviate Depression in Undergraduates

“…, 2022 ). The proportion of undergraduates in the sciences who struggle with depression is likely even higher, with a recent study finding that more than 50% of science majors identify as having depression ( Busch et al. , 2022 ).…”