Exploring Practical Solutions to the Mental and Physical Health Challenges Associated with Online Classes

Introduction

In the wake of the COVID-19 outbreak, there has been a substantial shift in communication, as well as unprecedented shifts in the way that education and learning are handled. The growth of technology has played a critical role in facilitating this change (Shah et al. 12). Increasing numbers of people are turning to media applications that allow for real-time communication and participation between individuals as well as between organizations, corporations, and even between nations. The health and safety of everyone is of paramount concern during a pandemic, and online schooling is the only realistic option (Mheidly et al. 672). Online communication and learning had been steadily rising throughout the world prior to the COVID-19 pandemic, as new digital technologies were developed and worldwide Internet usage increased.

By 2025, online communication and learning will be seen as a worldwide phenomenon and ubiquitous due to the increasing demand for skills that are aligned with the rapidly growing digital economy (Baltà-Salvador et al 19). A huge shift in communication took place as a result of the pandemic, from traditional face-to-face teaching and learning to use of the virtual space. In order to respond to the challenges and risks presented by COVID-19, Baloran (639) suggests that corporate gatherings and academic conferences, education, and government administration were needed to change their practices and procedures. Through the prohibition of student meetings, the ongoing pandemic has accelerated the transition to online learning. The result is more screen time, including phones, tablets, televisions, and other learning materials, leading to mental and health issues not observed before in learning.

Higher exposure to smart gadgets and screens has been related to increased stress and burnout in the past, according to research. According to current studies (Baltà-Salvador et al. 9), the increasing screen time and lack of face-to-face interaction associated with online learning has impacted the mental and physical health of many students. Stress is defined as an emotional, physiological, or mental reaction that causes tension. Various social, environmental, and psychological variables might contribute to the development of the disorder. In the workplace, mental health exhaustion is a mental condition that comes about due to continuing interpersonal stressors (Alexander et al. 194). It is characterized by a continual response to these pressures. Mental exhaustion involves feelings of overwhelming fatigue, cynicism, and alienation, all of which are significant causes. It is also possible to develop a sense of ineffectiveness and a lack of accomplishment (Arkorful and Abaidoo 30). Occupational burnout, mental, and health challenges are characterized as any forms of work-related (in this case learning-related) stress.

The current paper focuses on exploring practical solutions to the mental and physical health challenges associated with online classes. The paper notes that online classes are here to stay and will likely be a key component of learning in the near as well as long term. Despite the fact that the COVID-19 pandemic is having a detrimental impact on the education sector, it has provided stakeholders with a chance to develop a more effective plan for educating future learners. Overall, there is a notable rise in depressive indicators amongst learners using the online learning structure due to its novelty as a mainstream system, and the solution will be found through creating relationships, establishing routines, and using social structures to build resilience amongst learners.

Mental and Physical Challenges among Online Learners

A number of research studies have been conducted in recent months to examine the benefits and drawbacks of online learning. Some of them, such as Baloran (639), have stated that online learning has benefited them. Varied stakeholder groups have a range of experiences and problems with the concept of online learning. Learners, on the other hand, are the most impacted stakeholders (Arkorful and Abaidoo 30). Students are required to sit in one place for hours with electronic gadgets linked to the internet. In order to fully absorb the material offered by the teachers, they must pay great attention. According to recent studies, this is problematic owing to the novelty of online learning and its unfamiliarity with students.

Students, parents, and even professors, who are key stakeholders in the teaching and learning process, are affected by online programs. For individuals who are already struggling with mental illness, things are just going to become worse (Arkorful and Abaidoo 30). Children as young as elementary school age are constantly exposed to electronic gadgets, with the new learning format providing little to no time for social interaction and peer interactions. There has been a rise in the number of parents who are helping their children with their homework and taking on the role of a teacher in their schools. It’s becoming more and more difficult for educators to provide pupils with high-quality teaching while also working greater hours. According to Alexander et al. (197), learners in a normal classroom follow a set schedule throughout the day in order to maintain uniformity. Nothing is ever the same when it comes to online education. When attending online classes, it may be challenging to stay focused. Inability to concentrate in class was exacerbated by a lack of separation between home and school life, distractions at home, and a lack of commitment to a regular routine (Mheidly et al. 672). Subsequently, procrastination becomes a new vice where students postpone work due to a lack of consistency. Therefore, learners and other key stakeholders go through pressures and anxiety, and worry about emerging issues brought about by these new demands.

Some Pros of Online Learning

Without a doubt, online learning has the potential to affect the mental and physical health of learners and every other major stakeholder. However, it also delivers benefits, particularly where family ties or social relationships are concerned. Staying at home gives more time to create family bonds. Parents who could not spend much time with their children owing to hectic working schedules may now devote more time to their children (Alexander et al. 195). This is very useful while attempting to comprehend your adolescent. Some children who have been bullied at school may find online learning beneficial. They are more productive when they feel safe at home (Arkorful and Abaidoo 32). Learners are able to avoid the worry of being bullied at school. Although parents should be aware that bullying may take numerous forms, they should also be aware that cyberbullying exists.

Solutions to Emergent Mental and Health Issues

The main solution involves use of existing relationships to help students cope. When students learn from home, teachers can retain ties with them by communicating with them via virtual advisory groupings and personalized online sessions, among other methods. Secondly, routines will help the brain to cope with changes associated with online learning (Mheidy 672). To create regular routines, weekly schedules should be established for children including more time allocated to schoolwork, unscheduled play time, and frequent family meetings to keep everyone on the same page. It is possible for schools to aid families by implementing routines such as nutritious family meals that create togetherness, frequent exercising to take care of the physical health, and mind-relates exercises that build on the brain power. These solutions will help to create resilience, the third solution, to cope with the demands of online learning. Students will be better prepared for return to regular learning if they get assistance through developing their ability to recognize and cope with emotions while in distance learning.

References

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.

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.

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.

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.

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.

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