Who am I online

Before the Covid pandemic, we asked some Open University students to share their views on the relationship between online learning and wellbeing.

The learners were generally positive about their experiences. When they took into account all their prior experiences of online learning, 98% said the experience had been broadly or mostly positive in terms of their wellbeing, even if they had experienced negative elements.

Positive aspects of online learning

Asked about which elements of online learning were most positive in terms of their impact on wellbeing, the learners most commonly mentioned:

• the reduced stress and pressure associated with being able to choose where and when to study
• the satisfaction of mastering a skill or achieving a qualification; achieving the same by attending a traditional course would not have been possible
• their online studies providing a focus/excitement to life when studying a traditional, face-to-face course would not have been possible
• confidence-boosting discussions or feedback that would not have been achievable in a face-to-face environment.

Negative aspects of online learning

Asked about how online learning could negatively affect wellbeing if designed or delivered without due attention to mental health, the learners mentioned:

• online discussions leading to bullying, individuals being targeted or disconcerting opinions not being challenged
• feeling alone or isolated
• having too many online locations to keep track of when studying, especially multiple discussion forums
• anxiety around assessment deadlines. Many suggested that online courses supported by tutors who had the power to be flexible with deadlines made a huge difference to wellbeing.

The value of discussion

Learners were asked which online learning course types were most conducive to wellbeing, in their experience. There was a strong consensus that online courses containing discussion elements were the most beneficial to wellbeing if moderated effectively. When asked which kinds of online learning courses could have the most negative impact upon wellbeing, those without social or discussion elements topped the list (words like ‘isolating’ and ‘pointless’ were used).

Asked about the types of activities within online learning that might have positive or negative impacts upon wellbeing, the activities most commonly identified as supportive of wellbeing were:

• synchronous tutorials or webinars
• small group activities
• discussion forums
• activities with tutor input.

On the negative side, poorly-managed discussion forums were by far the biggest concern.

Top tips

The learners were asked for tips on how the design of online learning could be as supportive as possible in terms of students wellbeing. By far the most popular suggestions were focused on the use and value of tutors, including:

• design a course in which tutors support students and facilitate activities
• ensure tutors communicate regularly and provide timely and constructive feedback
• give tutors the power to be flexible around assignment deadlines and the data they need to check up on students who are not engaging.

For courses that do not use tutors, it was suggested that learning designers should include as many different formats for delivering the course content as is feasible, including videos, podcasts and webinar recordings, and to include synchronous elements wherever possible. This aligns well with a Universal Design for Learning (UDL)-focused approach to learning design.

Other features that were welcomed in terms of supporting wellbeing were the provision of off-topic (or off-platform) facilities for ‘chat and informal support’ and providing break weeks in longer courses to allow for catching up and a rest from the routine of study.

Having read what a group of students at our University thinks, reflect on your own experiences of online learning to date, either as a learner or as an educator. Think about the impact on your own mental health and wellbeing or the wellbeing of your learners. Then consider these questions:

• Have you found any aspects of online learning to have a particularly positive impact on your own or your learners’ wellbeing?
• Have any aspects had a particularly negative impact?

If you feel comfortable doing so, share your reflections with your fellow learners in the discussion area.

© The Open University