The Effects of Online Learning During the COVID-19 Pandemic on Undergraduate Students’ Well-Being at McMaster University

Abstract

The present study investigates how online learning has influenced the well-being of undergraduate students. In March 2020, the COVID-19 pandemic was declared, thus forcing all education to be administered online. The following research employs an anonymous online survey that uses both qualitative and quantitative measures to evaluate the impacts of online learning on students’ well-being. The survey targeted undergraduate students in second year and above at McMaster University and yielded a sample size of 61 participants. Four key variables were assessed: cognitive wellness, physical well-being, interpersonal relationships, and academics. Using symbolic interactionism (SI), self-determination theory (SDT), identity theory and basic psychological needs theory (BPNT), this study aims to provide a deeper understanding of the effects of mandatory online learning on students’ overall well-being. An analysis of internal processes (i.e., meaning-making, role taking, types of motivation, satisfaction of basic psychological needs) shows that each facet of students’ well-being has been negatively impacted by online learning, with an emphasis on motivation and cognitive wellness. Results suggest that further research and improvements to online education are necessary to fully understand this relationship. Students recommend different/removal of anti-cheating software, modified participation, more interactive content delivery, and reduced workload and content to improve online education delivery.