LEC052029. Meenakshi Raj. Lifestyle of students in the Virtual Era

 

Lifestyle of students in the Virtual Era

The pandemic has crippled the social life of the world and brought everything to a standstill. The social distancing and the pressure of adjusting to a new normal has affected all fields of life, and people are gradually swooping in to an unwelcomed change. The educational sector is also keeping along, transferring all classes online, triggering new ways of learning. Though the virtual environment has modified learning experience by transcending time and space, the screen stress, increased work online and other associated issues that accompany e-learning are often overlooked and has to be considered seriously.

The shift from traditional classrooms to digital platforms was an unplanned move and it left students astounded at the new perspective of things never thought of before. Though e-learning is not a novelty, this complete change of environment is, and students are gradually coping to the ‘Zoom university’. But digitalized concerns still haunt the smooth flow of classes, a familiar setback but still needs to be considered. The attendance factor now completely mechanized is so precise, therefore it is necessary that some sort of a relief in the mandatory attendance should be given owing to bad connectivity. Prolonged hours of classes also create digital setbacks and the need for frequent recharging of the devices. There is also the concern of associated costs of online classes, the difficulty of attending long classes with a limited data package plan.

The online classes have also completely transformed the relation between teachers and students. This valuable alliance is now limited to the four sides of a screen with a monotonous routine of lectures and academic interactions in the allotted class schedules. The cherished moments of association are often lost in virtual connection and it has taken a toll on both students and teachers, who definitely miss the chit-chats when students drop in at office hours. Even the sphere of learning has shifted online, and students spend prolonged screen hours researching materials, due to the lack of library access. The workloads have increased with weekly assignments and PowerPoint presentations, the supposed compensation for ‘learning hour loss’. The faculty also face the same screen stress from the challenge of remaking classes into effective digital forms. Thus, the only intimate connection is the connection with the screen which is gradually draining the health of its users.

The student life has thus shrunk to the screens and the back-to-back classes are doing little to help. “Pupils adjust to virtual learning” (UNICEF) with classes on a daily basis which are often tedious and exhausting. A study conducted by counsellors Jessica Oyoque and Courtney Brown at Michigan State University’s Counselling and Psychiatric Services declared that:

With online classes, students may experience … increased fatigue, headaches, lack of motivation, avoidance/procrastination, ineffective time management, feelings of isolation due to limited socialization in-person, minimized awareness and understanding of others created by in-person dialogues (Students share impact of online classes on their mental health).

The strain of exertion begins with the eyes unaccustomed to squinting at poorly adjusted computer screens in poor lighting. Hunching over smartphones and other devices further adds to lasting eyestrain, frequent headaches, neck, shoulder and backpain. The continuous use of headphones during classes can even cause hearing impairments.

The negative side of online learning has not only affected the external environment of students, but also their psychology. A study organized by the UNICEF reveals that “concern is mounting for children’s physical and emotional health, with some evidence suggesting that more time online is leading to less outdoor activity, reduced sleep quality, increased symptoms of anxiety and unhealthy eating habits” (UNICEF). These mental health stressors associated with telecommunication can further add to the plethora of stress-related symptoms linked to quarantine and lockdown. Burnout is one of the common syndromes associated with chronic stress leading to overwhelming feelings of exhaustion, cynicism and detachment. These psychological, cognitive, and even musculoskeletal impairments will eventually take a toll on the individual's quality of life and daily function. The lack of face-to-face interaction and the radical change in lifestyle feeds loneliness which can even lead to depression. Since all the classes are scheduled online, students miss out the organic conversations and campus relationships which motivate their academic life. Now living in unobserved anonymity, it is therefore necessary that their mental health is monitored by faculty members.

So, it is necessary that adequate breaks be given in between classes to “S.T.O.P— stop, take a breath, observe and proceed” (Students share impact of online classes on their mental health). The weekly class schedules should also include mini vacations so that students can relax both physically and emotionally. Podcast-based communication and learning as a substitute to online visual encounters can be introduced to decrease eye strain and limit screen exposure. Teachers can include interactive sessions in the timetable where effort is taken to engage socio-emotional development. Implementing healthy practices in between online sessions such as breathing exercises, meditation, and yoga can also be encouraged.

Introducing similar strategies to online mode of learning can improve its effectiveness and to an extant make it user friendly. The education and government bodies should definitely take some measures to manage the scheduling of classes and reduce the physical and emotional burdening. Since there is a lack of experience from the past to draw lessons, it is necessary that all aspects are observed, and effective solutions are adopted to address this critical challenge.

Works Cited

Growing concern for well-being of children and young people amid soaring screen time. UNICEF, 12 February 2021, https://www.unicef.org/georgia/press-releases/growing-concern-well-being-children-and-young-people-amid-soaring-screen-time-unicef. Accessed 25 February 2021.

Long-term online learning in pandemic may impact students' well-being. Inside Higher Ed, https://www.insidehighered.com/digital-learning/article/2020/10/27/long-term-online-learning-pandemic-may-impact-students-well. Accessed 25 February 2021.

Mheidly Nour, Fares Mohamad Y., Fares Jawad. Coping With Stress and Burnout Associated With Telecommunication and Online Learning. Frontiers in Public Health, vol. 8, 2020, pp. 672, https://www.frontiersin.org/article/10.3389/fpubh.2020.574969. Accessed 25 February 2021.

Students share impact of online classes on their mental health. The State News, 30 July 2020, https://statenews.com/article/2020/07/students-share-impact-of-online-classes-on-their-mental-health?ct=content_open&cv=cbox_featured. Accessed 25 February 2021.

To No One's Surprise, Online Schooling Has Started Taking a Psychological Toll on Students. The Wire, https://thewire.in/education/online-education-students. Accessed 25 February 2021.

Wellness and Mental Health in 2020 Online Learning. Inside Higher Ed, https://www.insidehighered.com/digital-learning/blogs/online-trending-now/wellness-and-mental-health-2020-online-learning. Accessed 25 February 2021.