IMPACT of distance learning on student mental health in the COVID-19 pandemic

Lyubetsky, Nikolay P.; Bendersky, Nikita; Verina, Tatyana; Demyanova, Lyudmila; Arkhipova, Darya

doi:10.1051/e3sconf/202127310036

Cited by 12 publications

(13 citation statements)

References 15 publications

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“…During the COVID-19 pandemic in Jordan, (2021) found that healthcare students had a low degree of health-related quality of life. Lyubetsky et al (2021) assesses indicators such as academic performance satisfaction, depression severity, and anxiety symptoms. The findings revealed that the prevalence of depression and anxiety symptoms among students was considerably greater throughout the distant learning period when compared to similar indicators obtained during full-time education.…”

Section: Resultsmentioning

confidence: 99%

Impact of Distance Learning on Mental Health During COVID-19: A Review

Salih

Ibrahim

2021

ijeer

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The COVID-19 pandemic requires physical activity to reduce its spread. Physical restrictions have a direct impact on the closure of school activities. Distance learning is an alternative for school activities that do not require direct learning communication in one room. However, distance learning can have an impact on students' mental health. This study aims to determine the impact of distance learning during the COVID-19 pandemic on students' mental health.

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Section: Resultsmentioning

confidence: 99%

Impact of Distance Learning on Mental Health During COVID-19: A Review

Salih

Ibrahim

2021

ijeer

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“…The results showed that the prevalence of depressive symptoms and anxiety among students was higher during distance learning, compared with similar results obtained during full-time education. Moreover, the research results showed that the sudden transition from one learning environment to another was a major cause of chronic stress, which led to a high prevalence of depressive symptoms and anxiety among students (Lyubetsky et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

The research on the impact of distance learning on students’ mental health

Wang

2023

Educ Inf Technol

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The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from Zhengzhou University of Technology, 94 were first-year students, and 92 were fourth-year students. The experimental group involved first-year students, and the control group involved fourth-year students. An average age of the participants in the experimental group was 18.3 years, and in the control group, the average age was 22.4 years. The scholars conducted the research after four months of distance learning under the adaptive quarantine. The students could be involved in their usual entertainment activities and interpersonal communication outside the home. The Behavioural Health Measure, better known as BHM-20, was the core psychometric tool. The research finds that distance learning is less effective for first-year students than for fourth-year students because the former cannot effectively adapt and communicate in a new social environment, and develop trusting interpersonal relationships with fellow students and teachers. The research results coincide with other research on this issue and demonstrate a low degree of mental resilience during and after the pandemic. Previous research is not suitable for the analysis of the mental health of students under adaptive quarantine, including the freshmen, considered the most vulnerable group. The article will be useful for professionals interested in distance education in higher educational institutions, workers of socio-psychological services at universities or individuals involved in adapting curriculum materials for distance learning.

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“…According to the previous study, most students manifested different levels of perceived e-learning stress (36) that could affect online learning readiness. Another study also showed that the prevalence of depressive symptoms and anxiety among students was signi cantly higher during the distance learning period compared to the full-time study period (37). At the same time, female students showed higher education-related stress levels than males (38)(39)(40).…”

Section: Sociodemographic Factorsmentioning

confidence: 94%

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

Limenie

2022

Preprint

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Background Most of the systems, including education, in the world are becoming web and technology-based. Assessing students’ attitudes, readiness, and challenges is important for effective implementation. This study is, therefore, aimed to assess students’ attitudes, readiness, and challenges affecting online learning among medical students at Addis Ababa University, School of Medicine. Methods a total of 150 undergraduate medical students were involved in this study. A quantitative cross-sectional research design was used. Data were collected through a structured google form questionnaire. A 5-point Likert scale instrument was used to measure students ’ level of agreement on the items of attitude, readiness, and challenges affecting their online learning activities. The data obtained were analyzed using SPSS (version 26). Independent t-test and one-way ANOVA followed by Post Hoc Turkey multiple comparison tests were used. The data were expressed as means ± standard deviation (SD). Differences with p < 0.05 were considered statistically significant. Results Students’ attitudes toward online learning were high (mean: 3.49) and significantly affected by extra computer training at the high school level (t (148) = 2.57, p = .010), basic computer skills (F (3,146) = 5.65, p = .001), online learning accessing skills (F (3,146) = 2.71, p = .048) and online learning destructors eliminating skills (F (3,146) = 15.99, p = .000). The readiness was moderate (mean = 3.23) and was significantly higher in males than females (t (148) = 2.17, p = .032). The readiness of the students for online learning was significantly affected by personal (mean = 2.60; SD = .56 vs mean = 2.40; SD = .68; p = .037) and technological (mean = 2.61; SD = .05 vs mean = 2.40; SD = .68; p = .027) related challenges than institutional challenges. Unavailable of quality technology was the first technology-related challenge affecting medical students’ online learning (mean = 3.16), while the students’ perception was the first challenge in the personal-related factors (mean = 3.31). Conclusion Students’ attitudes towards online learning were high and affected by extra computer training at the high school level. Readiness was moderate and affected by gender. Students should increase their computer skills and it is required to motivate females to practice online learning. Educational management is required to select appropriate online-teaching tools before starting online teaching.

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IMPACT of distance learning on student mental health in the COVID-19 pandemic

Cited by 12 publications

References 15 publications

Impact of Distance Learning on Mental Health During COVID-19: A Review

Impact of Distance Learning on Mental Health During COVID-19: A Review

The research on the impact of distance learning on students’ mental health

Attitude and Readiness to Online Learning and Challenges among First-Year Medical Students

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