Understanding the stress of online learning among university students

Abstract

As the pandemic Covid-19 erupted worldwide in 2020, the entire world rapidly adopted online education as a means of sustaining the education system in universities and schools. However, the majority of students were unfamiliar with these methods, as they were accustomed to traditional classrooms. Some students may prefer online education over traditional education, but online education stress remains a persistent issue. This study investigated the stress encountered by students during online learning sessions. 220 university students participated in this quantitative correlational study. On the basis of 11 items developed and tested using Confirmatory Factor Analysis, a questionnaire consisting of three constructs of online learning stress, financial capacity, and positive perception of online learning was developed and administered. The data were subsequently evaluated using the Structural Model in order to comprehend the relationships between the variables. The model was discovered to have a high level of fitness and validity. Positive perceptions of online learning were discovered to predict student stress negatively. The financial capacity of students to purchase the necessary devices for online learning sessions had no effect on their stress levels. However, financial capacity is the antecedent of how positively students viewed online learning for themselves. This suggests that for online education to be successful, it is crucial to consider the students' perceptions by evaluating their access to all the devices and technologies associated with online learning.