Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

Xiao-Yan Zhai; Dong-Chuan Lei; Yan Zhao; Peng Jing; Kun Zhang; Ji-Ting Han; Ai-Hua Ni; Xue-Yi Wang

doi:10.5498/wjp.v13.i12.1106

Surviving the shift: College student satisfaction with emergency online learning during COVID-19 pandemic

World J Psychiatry. 2023 Dec 19;13(12):1106-1120. doi: 10.5498/wjp.v13.i12.1106.

Authors

Xiao-Yan Zhai¹, Dong-Chuan Lei², Yan Zhao³, Peng Jing⁴, Kun Zhang⁵, Ji-Ting Han⁶, Ai-Hua Ni⁴, Xue-Yi Wang⁷

Affiliations

¹ Institute of Mental Health of Hebei Medical University, Department of Clinical Psychology, Hebei General Hospital, Shijiazhuang 050051, Hebei Province, China.
² Sculpture Institute, Hebei Academy of Fine Arts, Shijiazhuang 050700, Hebei Province, China.
³ Department of Pathogenic Biology, Hebei Medical University, Shijiazhuang 050017, Hebei Province, China.
⁴ Department of Clinical Psychology, Hebei General Hospital, Shijiazhuang 050051, Hebei Province, China.
⁵ Basic Medical College, Hebei Medical University, Shijiazhuang 050017, Hebei Province, China.
⁶ Department of Media Art, Shijiazhuang Information Engineering Vocational College, Shijiazhuang 052160, Hebei Province, China.
⁷ Institute of Mental Health of Hebei Medical University, Psychiatric Department of the First Hospital of Hebei Medical University, Shijiazhuang 050031, Hebei Province, China. 070@hebmu.edu.cn.

Abstract

Background: The coronavirus disease 2019 (COVID-19) epidemic disrupted education systems by forcing systems to shift to emergency online leaning. Online learning satisfaction affects academic achievement. Many factors affect online learning satisfaction. However there is little study focused on personal characteristics, mental status, and coping style when college students participated in emergency online courses.

Aim: To assess factors related to satisfaction with emergency online learning among college students in Hebei province during the COVID-19 pandemic.

Methods: We conducted a cross-sectional survey of 1600 college students. The collected information included demographics, psychological aspects of emergent public health events, and coping style. Single factor, correlation, and multiple linear regression analyses were performed to identify factors that affected online learning satisfaction.

Results: Descriptive findings indicated that 62.9% (994/1580) of students were satisfied with online learning. Factors that had significant positive effects on online learning satisfaction were online learning at scheduled times, strong exercise intensity, good health, regular schedule, focusing on the epidemic less than one hour a day, and maintaining emotional stability. Positive coping styles were protective factors of online learning satisfaction. Risk factors for poor satisfaction were depression, neurasthenia, and negative coping style.

Conclusion: College students with different personal characteristics, mental status, and coping style exhibited different degrees of online learning satisfaction. Our findings provide reference for educators, psychologists, and school administrators to conduct health education intervention of college students during emergency online learning.

Keywords: COVID-19; College students; Coping style; Distance education; Emergency online leaning; Mental status; Online learning satisfaction; Psychiatric status.