Understanding the Impact of Virtual Online and Traditional Learning on Student Mental Health: A Sequential Mixed Methods Study amid and beyond Educational Disruptions
Saved in:
| Title: | Understanding the Impact of Virtual Online and Traditional Learning on Student Mental Health: A Sequential Mixed Methods Study amid and beyond Educational Disruptions |
|---|---|
| Language: | English |
| Authors: | Helene D. Daya |
| Source: | Journal of Comparative and International Higher Education. 2026 18(1):39-83. |
| Availability: | Journal of Comparative and International Higher Education. 3107 B Hampton Highway, Yorktown, VA 23693. e-mail: oic213@lehigh.edu; Web site: https://digitalcommons.lib.uconn.edu/jcihe/ |
| Peer Reviewed: | Y |
| Page Count: | 47 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Electronic Learning, In Person Learning, Technology Uses in Education, Student Experience, COVID-19, Pandemics, Mental Health, Student Welfare, Student Characteristics, Psychological Testing, Anxiety, Depression (Psychology), Psychological Patterns |
| ISSN: | 2151-0393 2151-0407 |
| Abstract: | The global pandemic accelerated the transition from conventional face-to-face to distant online education. This study aims to investigate the disparities in mental health challenges among students undergoing remote online learning during the educational disruption and their current psychological status upon transitioning back to in-person learning. Students at public universities experienced high levels of psychological distress, stress, anxiety, and depression. The study revealed an association between mental health concerns and demographic factors, including socioeconomic status and gadget use. While students' mental well-being improved after in-person learning, they faced challenges in managing stress and developing self-directed learning skills. The research recommends implementing hybrid learning policies, wellness days, mental health awareness initiatives, and frequent breaks to enhance intellectual and psychological development. This research provides a significant basis for establishing international standards for student mental health care and directs higher education institutions worldwide towards more resilient, adaptable, and supportive educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506621 |
| Database: | ERIC |
| Abstract: | The global pandemic accelerated the transition from conventional face-to-face to distant online education. This study aims to investigate the disparities in mental health challenges among students undergoing remote online learning during the educational disruption and their current psychological status upon transitioning back to in-person learning. Students at public universities experienced high levels of psychological distress, stress, anxiety, and depression. The study revealed an association between mental health concerns and demographic factors, including socioeconomic status and gadget use. While students' mental well-being improved after in-person learning, they faced challenges in managing stress and developing self-directed learning skills. The research recommends implementing hybrid learning policies, wellness days, mental health awareness initiatives, and frequent breaks to enhance intellectual and psychological development. This research provides a significant basis for establishing international standards for student mental health care and directs higher education institutions worldwide towards more resilient, adaptable, and supportive educational settings. |
|---|---|
| ISSN: | 2151-0393 2151-0407 |
