Classroom Digital Teaching and College Students’ Academic Burnout in the Post COVID-19 Era: A Cross-Sectional Study

Abstract

The continued development of digital technology and its overuse in teaching and learning in the post-epidemic era have brought about digital health risks, which are associated with academic burnout among college students. This study focused on the relationship between classroom digital teaching and students’ academic burnout and designed the Classroom Burnout Inventory (CBI) and the Classroom Burnout Causes Inventory (CBCI) to conduct a cross-sectional survey of 206 Chinese university students. Correlations and regression analyses were conducted between key factors and burnout values through a path model of “Digital teaching-Teaching & learning process-Causes subjects-Burnout”. The results of the study show that an inappropriate and excessive use of unintegrated digital teaching and learning technologies in the classroom was positively correlated with academic burnout among college students. Burnout levels and the three manifestations were not correlated with students’ gender, grade, and major. In terms of causes, the academic burnout of college students was more correlated with their own personal reasons than with external factors such as teachers, universities, and environments. Integrating digital technology platforms, enhancing teacher leadership in the digital classroom, and strengthening peer support and students’ psychological resilience are all meaningful explorations of academic burnout prevention strategies.

Moderating role of family functioning and resource support in the relationship between career calling and academic burnout among Chinese medical students during the controlled COVID-19 pandemic: a cross-sectional study

“…This suggests that educational resources help cultivate responsibility among medical students; the more adequate the resource support, the more medical students appreciate the sense of learning responsibility as students, which may enhance their sense of responsibility to become doctors in the future. The COVID-19 pandemic has promoted digital learning in China into the ‘Smart Learning’ stage, which enlightens us that medical schools should provide sufficient smart learning resources in the post-pandemic era, which plays an important role in preventing relatively high levels of academic burnout among Chinese medical students in the face of a risk society and cultivating responsibility among Chinese medical students [ 88 ]. First, medical schools should strive to build smart classroom, which is based on advanced teaching concepts and real teaching situations, combined with cloud computing, big data, Internet of Things and other technologies, in a soft and hard way to achieve centralized intelligent recording, remote interaction and regular live recording and broadcasting, to provide big data support for teaching decisions, and effectively integrate online and offline teaching resources [ 88 ].…”

“…The COVID-19 pandemic has promoted digital learning in China into the ‘Smart Learning’ stage, which enlightens us that medical schools should provide sufficient smart learning resources in the post-pandemic era, which plays an important role in preventing relatively high levels of academic burnout among Chinese medical students in the face of a risk society and cultivating responsibility among Chinese medical students [ 88 ]. First, medical schools should strive to build smart classroom, which is based on advanced teaching concepts and real teaching situations, combined with cloud computing, big data, Internet of Things and other technologies, in a soft and hard way to achieve centralized intelligent recording, remote interaction and regular live recording and broadcasting, to provide big data support for teaching decisions, and effectively integrate online and offline teaching resources [ 88 ]. Second, in order to build smart classrooms and promote smart learning, medical schools should build digital libraries and digital education platforms to provide rich online education resources, and provide 360° panoramic cameras, spliced tables and chairs, and other intelligent educational equipment.…”

The effect of teacher support on Chinese university students’ sustainable online learning engagement and online academic persistence in the post-epidemic era

“…During the current COVID-19 pandemic, the lack of effective teacher support and continuous guidance in online courses conducted due to the impact of the pandemic has resulted in many students having more negative academic emotions such as anxiety, depression, and despair ( Nandi et al, 2021 ). In the current post-epidemic era, more instructor support in online learning may affect students’ learning status under the risk and normative management of the epidemic ( Song et al, 2022 ). Therefore, in the post-epidemic context, students will feel more positive academic emotions when they have a higher level of teacher support while participating in online learning.…”

Longitudinal exploration of online learning burnout: the role of social support and cognitive engagement

“…The determinants of learning burnout include internal individual factors (e.g., gender, personality) and external factors (e.g., learning conditions). In particular, the related exploration of burnout also classifies these variables into factors according to the online, offline, and blended learning environments (Buick, 2017 ; Song et al, 2022 ). According to Wang et al ( 2020 ), learners are more likely to suffer from burnout because of insufficient interaction in a technology-supported environment.…”