Exploring practical solutions to the mental and physical health challenges associated with online classes

Alexander, Melody W., Allen D. Truell, and Jensen J. Zhao. “Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses.” Issues in Information Systems 13.2 (2012): 193-200.

Online courses and programs are gaining popularity in postsecondary education, and many information systems academics are increasingly involved in the planning and implementation of online offerings. Student engagement is critical while developing online courses. The purpose of this study was to ascertain college students’ perspectives of the advantages and disadvantages of taking online courses. The study’s findings can assist information systems teachers in developing courses for an online setting. It will inform my research study regarding the best ways to approach issues relating to online classes and their impact on mental and physical health of learners.

Arkorful, Valentina, and Nelly Abaidoo. “The role of e-learning, advantages and disadvantages of its adoption in higher education.” International Journal of Instructional Technology and Distance Learning 12.1 (2015): 29-42.

E-learning in tertiary education is the subject of this study, which examines its efficacy. In higher education institutions, the use of current information and communication technologies for teaching and learning is essential. E-learning, as a concept and as an educational practice in higher education, is examined in this study by reviewing some of the contributions made by academics and organizations to the concept of e-learning. Surveys and other observations illustrate some of the views that people and institutions around the world have on the adoption and integration of e-learning technologies in education. The paper will be very effective in informing my research on the advantages of online classes and the effects that can be expected. The paper is affiliated with the international journal of instructional technology and distance learning. The authors use relevant extant literature and secondary findings to avoid biasness on the presentation of advantages and disadvantages.

Baltà-Salvador, Rosó, et al. “Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students.” Education and Information Technologies (2021): 1-28.

The goal of this study is to look at undergraduate engineering students’ online education experiences during the COVID-19 outbreak and their emotional impact over time. Previously conducted research identified critical factors that can negatively impact students’ academic growth and their online education experience. Given the severe course constraints, one of the primary concerns is the children’s mental health. It’s also unclear what impact the prolonged lockdown and pandemic exhaustion had on university students and their academic experience. The study will be useful in my research as it explores various stages of acceptance and coping against a backdrop of finding solutions to mental and health-related challenges linked to online classes.

Baloran, Erick T. “Knowledge, attitudes, anxiety, and coping strategies of students during COVID-19 pandemic.” Journal of loss and trauma 25.8 (2020): 635-642.

The COVID-19 pandemic has prompted a strong response from learners who are apprehensive about their future. Higher Education students’ knowledge, attitudes, anxiety, and coping techniques were investigated in this cross-sectional study conducted during the COVID-19 outbreak. According to the findings, students possessed sufficient knowledge and made high-risk decisions in their assessments. A number of non-medical preventative techniques were considered to be quite effective. These approaches will be employed in my paper to form a basis for most effective remedies to mental and physical issues affecting learners. The involvement of the journal of loss and trauma adds credibility to this article.

Mheidly, Nour, Mohamad Y. Fares, and Jawad Fares. “Coping with stress and burnout associated with telecommunication and online learning.” Frontiers in Public Health 8 (2020): 672.

This review examines the impact of COVID-19 on communication and education. There are concerns about the link between prolonged exposure to technology and mental health. Some ideas are offered on how to deal with pandemic tele-burdens, as well. The authors claim that spending too much time in front of a screen or tablet might lead to anxiety and tension. Telecommunications-related mental health difficulties can exacerbate other pressures, such as being isolated or locked down. Such concerns wear students down and lead to exhaustion. The paper will be used to provide information on the relationship between the prolonged use of telecommunications in remote learning and the recent approaches to solutions related to mental and physical health. The quality of the paper is very high since it is backed by the international Frontiers in Public Health.

Shah, Kaushal, et al. “Impact of COVID-19 on the mental health of children and adolescents.” Cureus 12.8 (2020).

The article examines how the COVID-19 epidemic’s unanticipated imposed social isolation, particularly among students, has affected their daily routines. As part of the virus’s containment measures, the majority of schools were forced to close, cancel classes, and convert to home-based or online learning. The ideal strategy to protect learners against the psychological effects of coronavirus is being debated by countries all over the world. The idea presented in the article is to have full involvement of the scientific community in creating solutions to the current mental and physical strain. The article is authoritative and is endorsed by the scientific and psychology community including the US National Library of Medicine. It will be used to inform my paper on the recent approaches to solutions related to mental and physical health and the classroom transitions.