The Impact of Study Mode (Online vs. Hybrid) on Early Symptoms of Depression and Coping Strategies among University Students in Poland in Time of COVID-19 Pandemic—Preliminary Study

Abstract

Introduction: mental health has been one of the most important issues surrounding the COVID-19 pandemic; mental disorders can be exacerbated by isolation during lockdowns or online learning. The aim of this study was to analyze the relationship between non-clinical (early) symptoms of depressed moods, personality traits, and coping strategies, as well as whether the learning mode (online versus hybrid) differentiates the experiences of these early symptoms and coping strategies. Methods: 114 university students aged 19 to 34, whose education model was changed from stationary to hybrid or online due to COVID-19 restrictions, participated in the study. The participants completed the online questionnaire, which consisted of two sections: (1) demographic questions to characterize the subjects and 44 questions based on the literature review. (2) Mini-COPE Inventory. Results: the study showed that the fully online study mode has a negative impact on the mental health of students; hybrid students are more likely to use active and positive coping strategies, which effectively help to control negative thoughts and/or reduce negative mental states. Conclusions: the COVID-19 pandemic has had significant psychological effects that will extend to coming years; therefore, implementing systemic psychological care is of utmost importance.

Associations Between Online Learning, Smartphone Addiction Problems, and Psychological Symptoms in Chinese College Students After the COVID-19 Pandemic

“…Similar to the present study, Bolatov found an increase trend of depression, anxiety, and burnout symptoms in Kazakhstan medical students after the transition from traditional learning to online learning ( 49 ). Another Polish study also showed that a completely online learning mode had a negative impact on the mental health of college students during the COVID-19 pandemic ( 50 ). In turn, a longitudinal study from the US found the opposite with a gradual alleviation in COVID-19-related stress and sleep problems of college students when transitioning to online learning mode ( 41 ).…”

Emergent Online Teaching Effect on International Graduate Students’ Academic Performance in Japan during COVID-19

“…One might be the students' mental health, lack of connectedness, lower motivation, irregular sleeping patterns, and particularly the time difference for the international students taking classes from their home country. One recent study on brain science found that the fully online study mode negatively impacts students' mental health (Drelich-Zbroja et al, 2021), perhaps leading to lower academic performance relative to the students taking in-person classes. We also believe that the critical harm of the online instruction mode might be more apparent among international students who intend to study abroad (i.e., the harm of "emergent" online learning).…”

“…Furthermore, the sense of community might be an important factor to examine in the learning process of the pandemic era because of the physical isolation and lockdown during the pandemic leading to higher levels of loneliness, isolation, and negative mental health (Drelich-Zbroja et al, 2021;Hari et al, 2021), lowering self-reported academic performance. While the community has often been described in spatial terms, Rovai (2002) argued that a sense of community among learners is characterized by spirit, trust, interaction, and shared expectations and goals, which becomes more significant in the effectiveness of distance international education (Mittelmeier et al, 2021).…”

Emotions of L2 Learners in Different Contexts and Modes

“…Although online learning may be beneficial to some through self-directed learning, others may find the autonomy too much (Barr & Miller, 2013). Drelich-Zbroja et al (2021) found that students have a strong negative view of full online learning and, as a result, it has had a negative effect on their mental health. Có, Amorim and Finardi (2020) and Amorim, Có and Finardi (2021) found that both teachers and students experience different emotions and levels of autonomy, anxiety and frustration in the online mode, especially when it is done as the norm or only solution rather than as an option.…”