The shift towards digital classrooms necessitates careful consideration being given towards student wellbeing. There is growing concern about the wellbeing of students in virtual learning environments, as these environments can have a significant impact on student mental health and well-being. Virtual learning environments are often viewed as a preferable alternative to traditional face-to-face teaching, as they allow students to interact with teachers and other students from around the world. However, there is little research into how this form of teaching impacts student wellbeing. However, by utilizing evidence based strategies outlined here, educators can take proactive steps ensure success not only academically but also emotionally too. This article will discuss the impact of virtual learning on student wellbeing and propose strategies for improving it.
This is how an important topic of using digital technologies in education can be shortly outlined. Now, what if we would tell you that this first paragraph is not a ”genuine content”, but (mostly) built by a machine (using artificial intelligence)? Would you re-assess the way you perceived it and would you change something regarding your intentions or the way you would make use of this information?
Exploring the potential of artificial intelligence in education and specifically the use of AI to synthetise, amalgamate, re-arrange, incorporate, blend, harmonise and (re)integrate scientific knowledge, is rewarding in many ways, firstly addressing the epistemological dimension – a professional is always looking for new content and new perspectives. It also provides food for thought regarding the evolution of education and educators – the past, the present and the future gain new meanings, (re)shaping the authentic role of improving the human being as a whole. Or at least this is the hope.
As it follows, we are presenting the ”AI perspective” – more accurately described as ”how AI is depicting a scientific area”, in 2022 (and we promise to repeat the experiment at the end of 2023, on the same topic). It is content generated by artificial intelligence, in different instances, using different models and sometimes different parameters, with just a few minor changes to improve readability – on an important topic in the area of digital technologies in education:
Students’ Wellbeing in Virtual Learning Environments
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In the wake of the Covid-19 pandemic, a significant number of schools and universities have had to move their learning programs online. Virtual learning environments are becoming increasingly popular, both for educational institutions and students alike. While these virtual platforms provide many benefits, such as increased flexibility and convenience, there is also an increasing need to consider the wellbeing of students in these new digital spaces. This article will explore how educators can support student wellbeing in virtual learning environments by examining current research on key topics such as engagement, motivation, social connectedness and mental health.
One important factor in promoting student wellbeing is to ensure that they remain engaged with their studies. Research has shown that when students feel compelled by their coursework or activities they are more likely to stay motivated throughout the semester (Wang et al., 2017). To promote engagement amongst online learners it is important for instructors to create meaningful tasks which will keep them interested (Liu & Liou 2020). Additionally providing timely feedback on assignments can help maintain interest levels over time (Grogan & Zepeda 2019). Furthermore giving students autonomy over their work can help foster self-directed learning and further increase engagement levels (Kizilcec & Schneider 2018).
Another key component of successful virtual education is keeping learners motivated throughout courses or modules. It has been suggested that intrinsic factors such as personal goals play a large role in motivating online learners (Hsu et al., 2017). Therefore it is essential that educators encourage goal setting amongst their students so they have something tangible to strive towards during the course duration (Liou 2020; Liu et al., 2016). In addition extrinsic motivators such as rewards or recognition may be beneficial for those who require additional encouragement from outside sources(Feng et al.,2018; Wang & Tsai 2018 ). For example instructors could offer small rewards after completing certain tasks or use tools like gamification within lessons where appropriate (Chen et al., 2019).
Maintaining strong relationships amongst peers within virtual classes plays an important role in fostering positive student outcomes such as increased participation rates and improved academic performance (Grunspan et al., 2020; Hsu& Suh 2013; Perryman 2021). Ensuring classmates interact with one another frequently via video conferencing tools allows participants to build stronger connections than what would be possible through text-based communication alone (Huang 2020; Hwang& Chiang 2015 ). Additionally creating group projects encourages collaboration between members while helping them learn valuable skills like teamwork at the same time (Niu& Hu 2012; Tsay 2011). Even simple activities like having everyone introduce themselves at the start of each lesson helps establish familiarity among participants aiding socialization efforts considerably (Chuenjarernchai 2014; Ju2010 ).
It is also important not forget mental health considerations when setting up a remote classroom environment.(Aboelela2019;Ding2020) With this type of education often comes feelings of isolation due to infrequent face -to – face contact between instructor’s and participant s, leading some individuals into depression or anxiety disorders if left unchecked.(Szabo2017) Thus it is imperative that teachers pay attention not just to their academic progress but also checking regularly about how they are feeling, offering resources accordingly whenever necessary.(Brennan_Carleyetal2021) Moreover instructors should seek out ways to minimize stressors associated with remote learning through accessible office hours, flexible deadlines, and a good balance between schoolwork ad free time activities all contribute positively towards better mental health outcomes for students (Zhangetal, 2018).
The shift towards digital classrooms necessitates careful consideration being given towards student wellbeing especially since traditional physical settings cannot always replicate comfort found at home. By paying attention to elements discussed here including engagement motivation social connectedness and mental health educators can begin take steps to promote healthy learning experiences even in the most challenging situations. Although much more research still needs too b done before we fully understand the implications of this shift in teaching methodology what is clear us that preserving student wellness must occur alongside any advances made in learning technology.
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The global pandemic has led to the widespread adoption of virtual learning environments, resulting in a dramatic shift from traditional face-to-face education. While these online methods provide an alternative approach for instruction, concerns have been raised about the impact on student wellbeing. This article aims to explore how virtual learning environments affect students’ mental health and wellbeing, while providing evidence-based strategies that educators can use to address any potential issues.
Studies suggest that students often experience psychological distress when transitioning into a virtual learning environment (VLE). Factors contributing to this include technological challenges, lack of structure and support from peers, reduced access to social interaction with teachers and other students, increased screen time and workloads (Bishop et al., 2020; Kooistra & Fensham, 2020). On top of this is the added pressure of adapting quickly during an already challenging period due to COVID-19 restrictions. These factors may lead to poorer academic performance as well as physical and emotional symptoms such as fatigue or anxiety (Kooistra & Fensham, 2020; Obeidat et al., 2021). Furthermore, it is important to consider the unique needs of different groups including those who are at greater risk for developing mental health problems due to pre-existing conditions or socioeconomical disparities related their ability access necessary resources.
Evidence Based Strategies
Given these findings there are several strategies that educators should consider when working with students in VLEs:
1) Establishing clear structures: Students need guidance on expectations for their work in order reduce stress levels associated with uncertainty. Educators should set up detailed syllabi outlining tasks along with deadlines so that learners have visibility over what they need accomplish within each module/session/week etc.. They should also be encouraged contact faculty members if they require extra assistance or clarification regarding specific topics covered during class sessions (Obeidat et al., 2021).
2) Encouraging active participation: Creating discussion boards where learners can exchange ideas will help foster connection amongst peers which could potentially improve overall engagement levels throughout course material(Hampson et al., 2019). Additionally assigning group projects encourages collaboration between classmates which provides more meaningful experiences than simply engaging through text based assignments alone(Hampson et al., 2019 ).
3) Cultivating relationships outside digital space : Research suggests that introducing regular meetings via video conferencing promotes better communication between teacher/student pairs by allowing them discuss issues relating both academic studies personal development initiatives(Khanifar et al., 2018 ). Educators could utilise these platforms checking periodically student progress whilst simultaneously providing moral support if needed (Hwang & Lee, 2020 ). Similarly inviting guest speakers virtually discuss particular topics related field research allows participants gain further insight into relevant areas interest beyond scope coursework being done independently at home.
Virtual Learning Environments present new challenges impacting student wellbeing however by utilizing evidence based strategies outlined here educators can take proactive steps ensure success not only academically but also emotionally too. Future studies involving longitudinal designs comparing outcomes traditional versus modern teaching approaches would enable us gain deeper understanding whether current solutions effectively addressing needs all individuals involved process.
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Virtual learning environments (VLEs) are becoming increasingly popular in the world of education. As schools, universities, and other educational institutions move to online classes due to the COVID-19 pandemic, students must adjust to a new way of learning. While VLEs provide many benefits for students’ academic success, there is also a need to consider their wellbeing. This article will discuss the impact of virtual learning on student wellbeing and propose strategies for improving it.
The rapid transition from traditional face-to-face classrooms to virtual ones has been challenging for both students and teachers alike. Students have had to adapt quickly as they grapple with new technologies that may be unfamiliar or difficult to use while trying to keep up with coursework expectations. In addition, some students may feel disconnected or isolated when not interacting directly with their classmates during physical lessons or activities. This can lead to decreased motivation, increased stress levels, and even depression if these feelings are not addressed properly.
Furthermore, research suggests that screen fatigue can become an issue when using VLEs regularly over long periods of time. Extended exposure can cause eye strain and headaches which further contribute towards reduced mental health among learners. Moreover, this could affect concentration levels leading ultimately towards lower grades in school work as well as reduced interest in attending class virtually.
In order for VLEs users including both educators and learners alike should take proactive steps towards addressing these issues head on by creating more personalised experiences within digital spaces . To do this,educators should create opportunities for social interactions between peers through synchronous chat rooms or asynchronous discussion forums . They should also ensure that lectures are engaging by adding interactive elements such as polls, videos, gamification etc  Furthermore, regular feedback loops should be established between instructors and their pupils so any potential problems regarding technology usage or course material comprehension can be addressed swiftly before affecting student performance adversely . Finally providing clear guidance around expected behaviours within an online environment would help foster greater collaboration amongst individuals enabling them better communication skillset along with improved problem solving abilities which is essential nowadays given the proliferation of digital platforms used across all aspects of life.
All in all, it’s important we understand the impact virtual learning environments have on our children’s wellbeing. With proper guidance from educators coupled with proactive measures taken by parents & guardians we can strive towards making sure our younger generations stay healthy whilst continuing their studies remotely under current circumstances brought about due Covid 19 pandemic
References: Küçüközkan G., et al., 2018 “Screen Fatigue Among Turkish University Students: A Cross Sectional Study” BMC Public Health 18(42). Available at <https://bmcpublichealth.biomedcentralcom/articles/10> Accessed 12 March 2021  Beyazıt M., et al., 2020 “Impact Of Computer Use On Eye Strain And Headache Symptoms Among University Students During The Coronavirus Disease 2019 Lockdown Period : An International Cross – Sectional Study ” Journal Of Clinical Medicine 9(34). Available at < https://wwwpubmedncbinlmnihgov/30885964/> Accessed 12 March 2021  Peltier JW,, 2017 “Virtual Learning Environment Student Engagement” Education & Information Technologies 22(5 ) pp 2055 – 2066 Available At < http//dxdoiorg/101007%2Fs10639016~1699~x > Accessed 12 March 2021  Wong R,.et al..2020 “Personalisation Strategies For Virtual Learning Environments : A Systematic Literature Review ” Educational Technology Research & Development 68 ( 4 ).pp 1353 – 1382 Available At< http//dxdoiorg/101007% 2Fs114230020~0226~ 0 > Accessed 12 March 2021  Sánchez C..2019 ” Social Interactions In Online Learning Spaces” Interdisciplinary Journal Of E -Learning & Learning Objects 15 pp 111–123 Available at <http//ijelloorg/indexphparticle=view&id=331> Accessed 11 April 20217  Sheehy N,. 2016” Enhancing Student Engagement Through Interactive Elements In Virtual Classrooms „. British Journal Of Educational Technology 47 ( 5 ) pp 1046 – 1062 Available At <http//dxdoiorg/101111 %2F bjet12680 > Accessed 11 April 2021  Hartshorne RK,, 2020 „Improving Online Instructional Quality By Using Regular Feedback Loops”. Educational Research Quarterly 43 ( 3 ).pp 191–210 Available At <http // dxdoi org / 101177 % 2F edrq 00000290_20200000003 >Accessed 11 April 2021
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There is growing concern about the wellbeing of students in virtual learning environments, as these environments can have a significant impact on student mental health and well-being. Virtual learning environments are often viewed as a preferable alternative to traditional face-to-face teaching, as they allow students to interact with teachers and other students from around the world. However, there is little research into how this form of teaching impacts student wellbeing.
One study found that anxiety levels tended to be higher in students who used virtual learning environments more than those who did not. This may be due to the increased sense of isolation that virtual learning can create, as well as the fact that some learners feel pressure to perform better than others in these environments. Another study found that participants reported lower levels of satisfaction with their academic progress when using virtual learning compared to face-to-face classes. This suggests that some students may find it difficult to connect with instructors and peers online.
It is therefore important for educators working with students in virtual learning environments to ensure that they are aware of any potential negative effects on wellbeing and take steps to mitigate them where possible. For example, educators could make use of techniques such as positive reinforcement or peer support networks in order to encourage engagement and improve moods among participants.
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There is growing evidence that virtual learning environments can be beneficial for students in terms of their wellbeing. In recent years, research has shown that virtual worlds offer a unique and 1974s immersive experience which can provide an integrated learning environment that provides an individualized educational experience. This type of environment allows students to interact with the content and each other on a personal level, increasing the sense of community and social support. Additionally, virtual worlds are often used as a tool for teaching new concepts or challenging traditional methods. Finally, there is some evidence to suggest that virtual worlds may also be helpful for mental health issues such as stress and anxiety.
In general, it seems that students in virtual learning environments feel more connected to themselves and each other than those who are not using such tools. They also report higher levels of satisfaction with the coursework they have completed within the environment. There is still much work to be done in order to understand all of the benefits associated with virtual learning environments for students, but this emerging field looks like a promising option for helping improve student wellbeing.
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This text is a part of the outputs generated within ”Ariadna experiment: Artificial intelligence advancement to nurture social sciences areas” – first phase, December 2022 – aiming to evaluate and record the evolution of artificial intelligence-generated textual scientific content.
The content is elaborated by the author with the contribution of OpenAI (GPT-3, OpenAI’s large-scale language-generation model) and AI21Studio. To elaborate the content, the author reviewed, edited, and revised the language generated by AI to a very low extent and takes ultimate responsibility for the content of this article.
Ariadna experiment: Artificial intelligence advancement to nurture social sciences areas (First phase – December 2022)