Paper—Online Learning—Two Side Arguments Related to Mental Health

Online Learning—Two Side Arguments Related

to Mental Health
https://doi.org/10.3991/ijoe.v18i09.32317

Nguyen Thuy Van1(), Dr. Sobia Irum2, Alhamzah F. Abbas3, Huma Sikandar3,
Nohman Khan4
1
School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi
Malaysia (UTM), Johor, Malaysia
2
College of Business Administration, Department of Management and Marketing, University of
Bahrain, Zallaq, Bahrain
3
Azman Hashim International Business School (AHIBS), Universiti Teknologi Malaysia
(UTM), Johor, Malaysia
4
UniKL Business School, Universiti Kuala Lumpur, Kuala Lumpur, Malaysia
[email protected]

Abstract—Distress and mental health issues among students during the

Covid19 pandemic are emerging in reviews. Surprisingly, while some studies
argued that online learning was one of the causes that harm student mental health,
like stress, anxiety, or depression, others indicated that a digital platform is one
effective invention to design and develop an online program for improving learn-
ers’ mental health care. This study aims to the discussion of two sides the appli-
cation of online learning involved in learner mental health issues, explaining
the causes of reasons and giving a recommendation for stakeholders in further
discussion and implication. The literature was accessed from Scopus and web
of science databases covering research published between 2019 and 2022, and
20 items were analyzed to reach the objectives. The bibliometric analysis iden-
tifies the cluster themes based on texting frequency. The vital steps of data clas-
sification follow thoughtfully and carefully in the platform of concept, findings,
author’s reputation, and years published. In the last conclusions of the study,
reports explain the past literature and recent outbreak. The results cover two
main themes: The effects of online learning on students’ mental health issues and
online learning solutions to assist mental health care learners. These findings are
expected to benefit stakeholders involved in online learning and mental health
care for learners and the community.

Keywords—stress, anxiety, depression, online learning, COVID-19,

mental health

1 Introduction

The coronavirus 2019 (COVID-19) has deeply affected the global economy and
s­ ociety, especially significantly impacting the enormous number of students in the
­education sector. Most educational institutions swiftly converted to totally online

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Paper—Online Learning—Two Side Arguments Related to Mental Health

­learning to keep students learning for success and safeguard students from illness out-
breaks throughout the world [1,2]. The pandemic has also raised concerns among global
students about physical and mental health because all these changes were unprece-
dented and intensive too quickly. In general, studying from home using a digital plat-
form is not simple for everyone initially; feeling lonely and powerless while studying,
­problems with the internet line, learning environment, online tests, and creating psy-
chological anguish among students [1–4]. With undergraduate students, students usu-
ally raise familiar questions of whether online learning performance adapts with career
skills requirement? How do you manage time for graduate in time when the finance
issues context? How to succeed in hunting jobs in the high competition labour market
with an online degree? In many studies, these students’ concerns in difficult contexts
were the cause of student anxiety levels increase during the Covid19 pandemic [5,6].
On the other hand, the pandemic has lasted more than two years, with many
­challenges, such as fears of an increase in the number of cases when the number of peo-
ple killed by Covid-19 did not decrease in the first year; vaccine factories and national
public health systems in a rush to help people strengthen their immune systems glob-
ally. However, many new types of Covid-19 have emerged, such as omicron, posing
new challenges when attacked even by vaccinated and co-vaccinated people [7]. The
government’s bailout efforts do not assuage people’s and young people’s concerns.
Several studies have been found to study and indicate a high frequency of mental health
concerns among students at all educational levels around the world [8]. Some coun-
tries conducted national surveys to assess students’ mental health during the COVD-19
pandemic. Mental health issues are usually measured through stress, anxiety, and
depression.
The review indicated that student anxiety is a significant student mental disorder.
Symptoms of anxiety disorders are commonly misunderstood as everyday stress or
dismissed due to someone being overly anxious. Depending on how your body reacts
to excessive concentrations of specific chemicals, panic attacks could be misunderstood
as a medical ailment, such as a stress headache or heart attack [9]. Students drop into
depression when they may experience sadness, hopelessness, powerlessness, and over-
whelm due to life conditions and obstacles. Completing tasks, paying attention, and
reading difficulties are also linked to depression among students. It can be difficult to
detect these concerns in others since students often downplay or refuse to disclose mat-
ters that disturb them. Depression is a common chronic medical condition that affects
one’s thoughts, mood, and physical well-being. Low mood, loss of energy, depression,
sleeplessness, and an inability to enjoy life are symptoms. As a result, during Covid 19,
the review covers that mental disease is prevalent and is one of the most common
mental illnesses among students. Dangerously, depression is a cause of suicide if not
a diagnosis, treatment, and assistance promptly [10]. Therefore, student mental health
studies were critical in giving trustworthy information about students’ mental health
state so that prompt support measures to care for and help students can be taken. The
primary purpose is to assist the youth in actively being involved in the development and
make significant contributions to future growth.

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Paper—Online Learning—Two Side Arguments Related to Mental Health

Although reviews show online learning as one factor that impacts student mental
health issues, E-mental healthcare with online learning course designing emerged
during the Covid19 pandemic as an invention method to support the community and
students in mental health care [11]. However, there were also certain limitations to
e-mental health therapy reports, especially concerning ethical considerations about
confidentiality and risk management. Communication via such interventions may be
seen by others without the awareness of users or care providers, resulting in confiden-
tiality and security issues. How can employ professional knowledge of psychology in
online learning effectively? Nonverbal cues, for example, are essential psychological
cues that could help psychological care providers [12].
This study aims to review two sides of online learning related to mental healthcare
to provide a critical discussion and further application and rethinking the strengths and
weaknesses of online learning for effective practice.

2 Methodology

The systematic literature review (S.L.R.) is a framework of meta-analysis and

reviews [11]. The PRISMA template clarifies the general research procedure to include
and exclude articles in the review. This S.L.R. is restricted to published literature in the
BL research area. Two databases were included in this review, Scopus (1603 articles)
and WoS (289 articles). The following is the research PRISMA framework.

Keywords: online learning and

1892 mental health

325 Filtration in database

124 54 25
Limited time during Removing
the Covid-19 Final studies
same topics
pandemic

Fig. 1. PRISMA framework

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Paper—Online Learning—Two Side Arguments Related to Mental Health

In this review, the subjects selected are Computer science, Environmental Sciences,
Engineering, and Social Sciences. Findings were narrowed down to 325 articles. Fur-
ther, only published articles were included, English language and published during
Covid19 pandemic time (2020–2022) were chosen in the database. Results have been
narrowed to 124, with a limited number of published years and citations. After remov-
ing irrelevant literature and duplication, 24 studies were included in the review. Figure 1
demonstrates the detailed process of data selection.

3 Results

3.1 Descriptive analysis

The study focused on online learning and mental health with reviews accessed in a
digital database.

Fig. 2. Number of studies regarding from each year

Source: scopus.com, access in april 2022.

Figure 2 shows the significantly growing number of papers from 2020 to 2022 in
Scopus databases. In 2019 there were 120 published papers; this number was double,
increasing in 2020 with the number of 251 papers; this result continues to increase sig-
nificantly in 2021 with 607 papers and is predicted to rise remarkably in 2022.

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Paper—Online Learning—Two Side Arguments Related to Mental Health

Fig. 3. Country and research field base publication

Figure 3 shows the countries and fields base publications. The literature includes
three groups of countries with the highest number of published papers. The highest
group comprises the United States, United Kingdom, and Australia (448, 251, 176, re-
spectively); the second following group were China, India, and Canada with the result
of (121, 117, 111, respectively); Germany, Spain, and Italy was the third group with the
number of published papers of 56, 45, 44, respectively).
Concerning the research fields, medical sciences show the most significant per
cent ratio of published papers, the Social sciences field is the second following place,
and computer sciences achieved the third place with the result of (28.9%, 15.1%, and
13.4%). The psychology research field received 9.1%.

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Paper—Online Learning—Two Side Arguments Related to Mental Health

Fig. 4. Journals base publication per year

Furthermore, the journal base publication analysis is conducted for the current study
and finds a high number of citations; the list of 05 Journals selected in this study is the
International Journal of Environmental Research and Public Health; the Frontiers in
Psychiatry, the Frontiers in Psychology; Journal of Medical Internet Research, and the
Lecture Notes.

Fig. 5. Bibliometric analysis with keywords “online learning and mental health”
with 289 articles in web of sciences accessed in apr 2022

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Paper—Online Learning—Two Side Arguments Related to Mental Health

The map shows four primary clusters in relationships between online learning and
learner mental health difficulties, based on a bibliometric analysis of keywords and
abstracts in the Web of Science database. These were I parents, children, and schools or
educational institutions; ii) treatment – disorder, disability, cognitive distortion, and an
emergent theme explored here look at a hiding relationship with mental health issues,
reflected sensitively social issues, such as sex, intimate partner violence, victim, men
and women; exposure website, alcohol, and so on. This study only looked at papers
that discussed the link between online learning and mental health difficulties among
students.

Fig. 6. Bibliometric analysis with keywords “in higher education” with 1603 articles
in scopus database, accessed in feb. 2022

The Scopus database analysis revealed that “Covid and anxiety” was the map’s most
prominent theme. During the covid19 epidemic, most studies highlighted this issue,
in which this theme is linked to “online learning” and “school-aged children,” and
teachers serve as psychological mediators to support students. Another noteworthy
cluster is “model analysis,” which is linked to “online social network” and “knowledge
acquisition framework.” “Smart device,” “implementation curriculum.” They appear
to be viable options for addressing mental health issues in the community, particularly
among online learners.

3.2 Effects of online learning on students’ mental health

The world witnessed the declaration of a health emergency by the COVID-19 pan-
demic in early 2020, and educational institutions swiftly shifted to online learning to
allow students to continue studying and achieve their goals. Students began returning
to school to study in physical classes in the middle of 2022, when most individuals had
received the vaccine, and the number of positive cases in the community was declining.
According to the review, several researchers have examined the relationship between
online learning and learner mental health difficulties for more than two years.

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[13] conducted a cross-sectional study of 367 students living in Saudi Arabia

in 2020, during the early stages of online learning, to quantify stress levels among
­students in virtual classes. The majority of participants were female (74.7%) and sec-
ondary school students (79.8%). Moreover, half of the participants (55%) reported
moderate stress, while 30.2% reported extreme stress. Another excellent work by [14]
conducted a quantitative analysis with a sample of 1074 parents of children aged 6 to
12 years old who engaged in an ad-hoc online survey in Italy. 40.3% of them came from
high-risk locations in the north; children in the north had considerably higher scores
for anxiety, mood, and cognitive abnormalities, indicating a “ripple effect” pattern.
The risk of the Covid19 pandemic requested online learning employed in the urgent
case ­considered the leading cause of mental health issues in community and students
in several studies [15].
In 2021, [16] conducted a mixed-method study on 180 undergraduate students
to assess the impact of online learning on mental health. The results show that the
­prevalence of no psychological distress (16.67%), mild (40%), moderate (30.56%), and
severe psychological distress (12.78%); [17] discovered that practically all s­ tudents were
plagued by symptoms of sadness, anxiety, tension, and apathy (31.2%). S ­ imilarly, [18]
stated that the impact of online learning policies on Indonesian students’ mental health
during the COVID-19 pandemic with high stressful conditions, lack of interaction, and
the potential to become introverted; Learned helplessness and mental health issues
related to distance learning due to COVID-19 and suffer from overall poorer mental
health [19]; During COVID-19, cross-sectional research on anxiety, stress, perception,
and mental health of school children in India was conducted. According to [20], when
children study online, they spend much time watching screens, affecting school chil-
dren’s attitudes, sleeping patterns, and parents’ mental health.
Recently, [21] discovered that Malaysian students are still concerned about their
mental and financial health, implying that it is critical to detect dental stresses and
reduce the influence of COVID-19 on dental students. The impact of the COVID-19
pandemic on the lifestyle and behaviours, mental health, and education of students
studying healthcare-related courses at a British university [22]. This study found that
84.2% (n=196) reported worrying too much about various things; 61.9% (n=144) could
not stop or control worrying, and 71.2% (n=166) had trouble relaxing for several days
or more. 72.1% (n=168) felt unable to cope with things they had to accomplish at least
occasionally; 8.5% (n=20) never or nearly never felt confident about handling things
they had to do due to personal problems.
To summarize, during the Covid19 pandemic, students’ mental health was nega-
tively damaged, their stress levels were high, they worried about a lack of control over
the quality of their studies, and they lacked confidence in dealing with personal issues.
The main factor was students’ urgent migration to online learning and studying over
two years.
Students in this situation find it difficult to employ a technical method for studying
due to a lack of emotion or engagement. Students’ capability and confidence levels
are low in online study readiness, self-direction is lacking, and personal attention is
lacking. Students are distracted, frustrated, anxious, and confused due to poor time
management.

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Paper—Online Learning—Two Side Arguments Related to Mental Health

3.3 Online learning solution to assist mental health care learners

As digital technology advances, people are increasingly turning to social media, par-
ticularly online forums, to discuss and seek help for mental health issues [23]. The main
aspects of mental health difficulties were discussed in an online platform to improve
understanding of cognitive dynamics, mood swings, mutual interests, and engagement
to improve mental health care and well-being.
[24] discovered that e-mental health has attempted to aid the healthcare community
with various digital interventions during the Covid19 pandemic. Consider the following
scenario: e-Package provides an evidence-based e-learning package on psychological
well-being; Mobile apps for coaching and managing mental health; Social media appli-
cation for communication, sharing, and coping with the worry and stress brought on
by the COVID-19 pandemic and remedy; Psychological interventions, such as online
courses on mental health and psychological disorders, a psychological support hotline
team offering needed care, an online screening inventory, and group activities to relieve
stress, are all available through online resources and hotlines. Aside from that, videos
and online games are considered one of the most beneficial ways to assist people in
mental health care [25].
This study reviews some research findings regards to online learning courses.
Online mental health information is a valuable resource for people dealing with men-
tal health concerns, as [26] developed machine learning for forecasting the suitability of
online mental health information for effective self-care for people dealing with mental
health concerns. Bayesian machine learning classifiers were developed as data-based
decision aids for assessing the actionability of credible mental health information for
people with mental health difficulties and diseases.
With the outline strategies undertaken, in the context of a novel undergraduate men-
tal health program, to address emergent mental health issues during Covid-19 student
isolation by e-mental healthcare tool, calls of Padlet [27]. This study delivery of an
undergraduate mental health program includes some of the following: Talks, question
and answer sessions, one-on-one informal reviews with a mental health expert, and
anonymous Padlet invitations to express concerns. Note surveys, anonymous question-
naires, the creation of podcasts or films, information sheets, online blackboard posts,
panel discussions, and other activities are all required of students. Self-reporting to
reduce shame and stigma concerns; hiding stories in the classroom between lectures
and students causes them stress; how successful solutions will be addressed for students
to replicate tactics, implement, and fulfil will all be covered.
The lecturer’s experience, familiarity with students, and knowledge of the student’s
academic and learning environment realities for assisting students are essential factors
in the e-mental health program. This e-mental health care software was well-received
and was used well in the Covid19 pandemic to reduce stress and anxiety levels and a
sense of isolation among students.
Another study runs another online continuing education program for nurses to
address mental health issues among farmers [28]. Articulate Storyline 3 (Articulate
360) was used to create an interactive, e-learning, and virtual training module to raise
nurses’ awareness and knowledge of occupationally associated mental health issues
among farmers. A total of 113 nurses finished the course. Eighty-two nurses (72.5%)

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completed the course evaluation. 69 (84.1%) of those surveyed said the course fulfilled
their expectations. All course objectives were met, including the ability to recognize
stress manifestations in farmers (86.4%, n=81), understand farmers’ mental health sta-
tus (86.3%, n=80), and identify mental health nursing practices (87.3%, n=79). This
online instructional initiative has the potential to help farmers and their families with
mental health issues [28].
Similarly, a model of e-mental health and the effectiveness and application of an
online leadership intervention model was designed and applied to promote mental
health and reduce depression-related stigma in organizations [29]. [30] made an online
discussion forum involving mental health service users in the education of mental
health nursing students. A study developed equipment for analysing negative emotion
detection on online mental-health-related patient texts using deep learning [31–33].
In summary, online programs for improving mental health issues have increasingly
been designed and practised effectively in educational institutions and communities,
especially during the Covid19 pandemic. Professional experts in mental health care are
designing an increasing number of modern equipment and gadgets to assist people, par-
ticularly vulnerable groups, in receiving more effective support and improvement from
advanced knowledge and copy strategies. There are numerous development functions
and applications for e-mental health care.

4 Discussion and conclusion

According to the review, online learning has an impact on student’s mental health
issues, with an increasing number of students experiencing anxiety, difficulty con-
centrating in class, dissatisfaction or worry about their learning achievements; less
sleep from staring at a screen for long periods; tiredness from feeling isolated; and
less engagement or motivation than face-to-face classes during the Covid19 pandemic.
Professional mental health professionals, for example, are leveraging online learning
platforms to create and develop online courses or digital tools to improve mental health
concerns in educational environments and communities at the same time.
Two sides of online learning appear to be at odds, yet this is not the case in real life,
as evidenced by reviews. Explaining this issue, [1–34] stated that online learning has
strengths and weaknesses and that it is dependent on the instructor’s use of it in his or
her unique context to determine if it has positive or harmful effects. Several studies
suggest that digital education has advanced in catering to a broad audience with loca-
tion flexibility, extensive availability of courses and information, instant feedback, and
time flexibility. While online learning’s flaws may be technical and unaccepted, this
may cause students to experience mental health concerns such as distraction, irritation,
worry, or bewilderment. Students who lack self-control or self-directed study receive
less personal attention. Students in online learning must also manage their time. There-
fore the open course will assist students in enrolling online or restudying offline if they
cannot access online time.
Another important thing is that various factors influence learners’ mental health issues,
not just online learning, as some people believe. Pierpaolo Limone and Giusi Antonia
Toto (2022) state that risk factors, literary elements, social aspects, p­ sychological risk

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Paper—Online Learning—Two Side Arguments Related to Mental Health

factors, lifestyle issues, and physiobiological factors influence students’ mental health.
The Covid-19 pandemic is a risk factor for mental health issues in the community;
however, when discussing the impact of online learning on learners’ mental health, it
is necessary to consider the strengths and weaknesses of online learning to advance
digital education, limiting negative consequences.

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v16i01.12263

6 Authors

Nguyen Thuy Van, School of Education, Faculty of Social Sciences and ­Humanities,
Universiti Teknologi Malaysia (UTM), 81310 Skudai, Johor, Malaysia.
Dr. Sobia Irum, College of Business Administration, Department of Management
and Marketing, Zallaq, University of Bahrain.
Alhamzah F. Abbas, Azman Hashim International Business School (AHIBS),
­Universiti Teknologi Malaysia (UTM), Johor, Malaysia. E-mail: alhamza.fadil@gmail.
com
Huma Sikandar, Azman Hashim International Business School (AHIBS), Univer-
siti Teknologi Malaysia (UTM), Johor, Malaysia. E-mail: [email protected]
Nohman Khan, UniKL Business School, Universiti Kuala Lumpur, Kuala Lumpur,
Malaysia. E-mail: [email protected]

Article submitted 2022-04-12. Resubmitted 2022-05-21. Final acceptance 2022-05-23. Final version
published as submitted by the authors.

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