The Effect of Online Learning on Tertiary Level Students Mental Health during the Covid-19 Lockdown

COVID-19 has caused great upheaval in the lives of people around the world. In particular, quarantine has become necessary to prevent further spread, resulting in major changes to normal lifestyles. In education, the introduction of e-learning has become urgent due to its constraints. This paper sheds light on the impact of online learning on the mental health of students in higher education institutions. The main findings from the survey are an increase in mental health concerns among students. This aspect is attributed to isolation from peers and teachers, difficulties in using online platforms, lack of guidance and advice, and a large number of distractions associated with the platform. For example, the inability to talk and interact with peers and teachers has been shown to be a major cause of anxiety for this group of students. Surveys have shown that e-learning remains a significant source of anxiety despite solving the challenge of locked-in learning due to COVID-19.

Introduction

COVID-19 was first discovered in Wuhan, China in 2019. As shown by Hasan and Bao (2020), the ease of spread allowed the disease to spread to different parts of the world in a short period of time. The disease has now been recorded in over 200 countries worldwide. Covid-19 has proven to be the most troubling event in human life in the 21st century. This is also evident in the fact that governments have been forced to introduce lockdowns and travel restrictions to prevent further spread (Prasetyaningtyas et al.). The approach taken by governments to flatten the curve has had a significant impact on normal life activities, such as attending school where students are required to complete their academic work through online channels. According to Chandra (2020), the pandemic has forced 90% of students worldwide to study from home.

Mental health issues regarding students in higher education institutions have been the subject of many studies. According to Kotera et al. (2020), the mental health of university students is generally poor, with high rates of depression, anxiety and stress. According to them, this is a "serious problem" whose consequences are exacerbated as it all leads to "lower academic performance and professional development, interpersonal conflicts, sleep disorders, poor concentration, poor decision-making and the resulting feeling of inadequacy" that negatively impacts other educational pursuits such as learning levels and research outcomes (para. 4). With the Covid19 closures forcing a shift to online learning platforms, there is a persistent concern that these mental health issues will be exacerbated.

Purpose of the Study

The main objective of this study is to develop a strategy to reduce the levels of aggression and frustration in network communities by embedding scripts in aggressive online communications.

Research Questions

How has the Covid 19 lockdown changed the learning environment among tertiary level students?

What are the mental health changes faced by tertiary level students during Covid 19 lockdown?

Research Methods

The study uses a qualitative design, investigating secondary sources with information related to the title of the study through a literature review approach. Data was collected by reviewing online materials from prominent websites such as the Social Science Citation Index (SSCI). In addition, works from major platforms such as Google Scholar were also included. The main reason for choosing the aforementioned platforms was the need to ensure the reliability of the collected data. On the other hand, the adoption of literature review as a research methodology was due to time constraints and challenges associated with conducting primary research. Ostensibly, it would take a long time for the researcher to reach out to students in different parts of the world to obtain the necessary data about students' views on the use of online learning platforms. Therefore, the use of secondary data allowed for easy and convenient access to already available data on the topic under study. Also, literature reviews are preferable when trying to provide an overview of knowledge that has emerged globally from work carried out in this area, as they provide a broad and extensive perspective of the issues discussed (Synder, 2019). Mental health issues regarding students in higher education institutions have been the subject of many studies. According to Kotera et al. (2020), the mental health of university students is generally poor, with high rates of depression, anxiety, and stress. According to them, this is a "serious problem" whose consequences are exacerbated as it all leads to "lower academic performance and professional development, interpersonal conflicts, sleep disorders, poor concentration, poor decision-making and a consequent feeling of inadequacy," which will negatively impact other educational pursuits such as learning levels and research outcomes (para. 4). As the Covid19 closures force a shift to online learning platforms, there are persistent concerns that these mental health issues will worsen.

Findings

The main objective of this study is to develop a strategy to reduce the level of aggression and frustration in network communities by embedding scripts in aggressive online communications.

The study uses a qualitative design by investigating secondary sources with information related to the title of the study through a literature review approach. Data was collected by reviewing online materials from prominent websites such as the Social Science Citation Index (SSCI). In addition, works from major platforms such as Google Scholar were also covered. The main reason for choosing the aforementioned platforms was the need to ensure the reliability of the data collected. Meanwhile, the adoption of literature review as a research methodology was due to time constraints and challenges associated with conducting primary research. Ostensibly, it would take a long time for the researcher to contact students in different parts of the world to obtain the necessary data about students' views on the use of online learning platforms. Therefore, the use of secondary data allowed easy and convenient access to already available data on the topic under study. Also, literature reviews are preferable when trying to provide an overview of knowledge that has emerged globally from work carried out in this area, as they provide a broad and extensive perspective of the issues discussed (Synder, 2019). Mental health issues regarding students in higher education institutions have been the subject of many studies. According to Kotera et al. (2020), the mental health of university students is generally poor, with high rates of depression, anxiety and stress. According to them, this is a "serious problem", but the consequences are exacerbated as it all leads to "lower academic performance and professional development, interpersonal conflicts, sleep disorders, poor concentration, poor decision-making and the resulting feeling of inadequacy" which negatively impacts other educational pursuits such as learning levels and research achievements (para. 4). With the Covid19 closures forcing a shift to online learning platforms, there is a persistent concern that these mental health issues will worsen.

The main objective of this study is to develop a strategy to reduce the level of aggression and discontent in network communities by embedding scripts in aggressive online communications.

The study uses a qualitative design by investigating secondary sources with information related to the title of the study through a literature review approach. Data was collected by reviewing online materials from prominent websites such as the Social Science Citation Index (SSCI). In addition, works from major platforms such as Google Scholar were also covered. The main reason for choosing the aforementioned platforms was the need to ensure the reliability of the collected data. On the other hand, the adoption of literature review as a research methodology was due to the time constraints and challenges associated with conducting primary research. Ostensibly, it would take a long time for the researcher to reach out to students in different parts of the world to obtain the required data on students' views on the use of online learning platforms. Therefore, the use of secondary data allowed for easy and convenient access to already available data on the topic under study. Also, a literature review is preferable when seeking to provide an overview of knowledge emerging globally from work carried out in this area, as it provides a broad and extensive perspective of the issues discussed ( Synder, 2019 ).

Cavid 19 has a significant impact on the learning methods of students who receive higher education. As CHANDRA (2020) points out, home schooling is a huge confusion between both parents and students. Although there are studies indicating that e-learning is related to improving students' understanding and holding capabilities, research such as Grubic et al. (2020), but restricted learning conditions related to E-learning are He claims that it will increase anxiety and adverse effects on downstream studies. This claim is based on public health studies that suggest that psychological problems will increase during pandemics. Wang et al. (2020) has reported in a sel f-report that moderate to severe depression is overwhelming. This tendency is due to anxiety and uncertainty related to the effects of pandemic health (Brooks et al. (2020)), as a result of pandemic, nearly 30 % of students experienced anxiety, and ofe that. This situation has been proved by E-Learning, with the abov e-mentioned assertions of 0, 9 % experiencing serious anxiety, but the remaining students have experienced mild anxiety. It seems that the

In this case, the main reasons for stres s-level are concerned about the confusing pandemic and confusion. Hasan and Bao (2020) has revealed that the inappropriate learning approach is another remarkable reason for increasing the level of anxiety of students studying at higher education institutions. Specifically, the use of an online learning approach is the main cause of lack of experience in its implementation, which is exposed to various issues (Rasiah et al., 2020). As Halupa (2016) pointed out, there are many distractions that learners use the Internet as an educational tool, which is likely to be distracted. The important thing is that the existence of a social media platform is an important issue for young people today, based on high addiction. According to Hollis and Was (2016), a survey of 129 online students had a risk of 29 % of online learning content. This situation led to the fact that students not concentrated on the content transferred from online learning. < SPAN> In this case, the main reasons for stress levels are concerns about the confusion of pandemic and confusion. Hasan and Bao (2020) has revealed that the inappropriate learning approach is another remarkable reason for increasing the level of anxiety of students studying at higher education institutions. Specifically, the use of an online learning approach is the main cause of lack of experience in its implementation, which is exposed to various issues (Rasiah et al., 2020). As Halupa (2016) pointed out, there are many distractions that learners use the Internet as an educational tool, which is likely to be distracted. The important thing is that the existence of a social media platform is an important issue for young people today, based on high addiction. According to Hollis and Was (2016), a survey of 129 online students had a risk of 29 % of online learning content. This situation led to the fact that students not concentrated on the content transferred from online learning. In this case, the main reasons for stres s-level are concerned about the confusing pandemic and confusion. Hasan and Bao (2020) has revealed that the inappropriate learning approach is another remarkable reason for increasing the level of anxiety of students studying at higher education institutions. Specifically, the use of an online learning approach is the main cause of lack of experience in its implementation, which is exposed to various issues (Rasiah et al., 2020). As Halupa (2016) pointed out, there are many distractions that learners use the Internet as an educational tool, which is likely to be distracted. The important thing is that the existence of a social media platform is an important issue for young people today, based on high addiction. According to Hollis and Was (2016), a survey of 129 online students had a risk of 29 % of online learning content. This situation led to the fact that students not concentrated on the content transferred from online learning.

Despite being the most promising alternative to traditional learning methods, online learning is relatively perceived negatively by students. In this case, the negative perception may be the cause of the psychological distress that has been identified in recent years due to the widespread adoption of online learning. Previous studies have shown that students in higher education institutions have developed a negative outlook due to the lack of a classroom-related environment (Dewaele et al., 2019; Khan & Khan, 2019). Students in higher education institutions reported the ability to interact with peers and lecturers as a key factor that contributes to increased participation in learning activities. Furthermore, there was evidence that online disasters hinder the effective use of learning platforms. Notable reasons for e-learning breakdowns include lack of hardware support and incompatibility of software (Aboagye et al.). As a result of this situation, students face a number of challenges in the online learning environment that they would not have experienced in the traditional environment. Bolatov et al. (2020) found that online learning appears to reduce students' anxiety about completing course content, but

The lack of support from governments and other stakeholders is also a factor in increasing the psychological stress of students in higher education institutions. Some developing countries have not accepted the use of online learning (Dhawan, 2020), alternative to traditional learning approaches, and has spurred the spread of e-learning. The reason for this will be further delved into the discussion. According to Lee (2020A) survey, more than 80 % of the students in the survey have experienced psychological stress through e-learning cracking, and 26 % are suffering from guidance and advice shortage. Unlike traditional learning forms, online learning approaches lack guidance related to counseling, which is always essential to address the psychological and emotional issues of all educational level students (Elsalem et al). .) In this case, counseling and lack of guidance suggests that students will end up without any anxiety or other issues facing students. There are aspects that are proven to be harmful in the long term for students' mental health. The lack of support from governments and other stakeholders is also a factor in increasing the psychological stress of high education institutions. Some developing countries have not accepted the use of online learning (Dhawan, 2020), alternative to traditional learning approaches, and has spurred the spread of e-learning. The reason for this will be further delved into the discussion. According to Lee (2020A) survey, more than 80 % of the students in the survey have experienced psychological stress through e-learning cracking, and 26 % are suffering from guidance and advice shortage. Unlike traditional learning forms, online learning approaches lack guidance related to counseling, which is always essential to address the psychological and emotional issues of all educational level students (Elsalem et al). .) In this case, counseling and lack of guidance suggests that students will end up without any anxiety or other issues facing students. There are aspects that are proven to be harmful in the long term for students' mental health. The lack of support from governments and other stakeholders is also a factor in increasing the psychological stress of students in higher education institutions. Some developing countries have not accepted the use of online learning (Dhawan, 2020), alternative to traditional learning approaches, and has spurred the spread of e-learning. The reason for this will be further delved into the discussion. According to Lee (2020A) survey, more than 80 % of the students in the survey have experienced psychological stress through e-learning cracking, and 26 % are suffering from guidance and advice shortage. Unlike traditional learning forms, online learning approaches lack guidance related to counseling, which is always essential to address the psychological and emotional issues of all educational level students (Elsalem et al). .) In this case, counseling and lack of guidance suggests that students will end up without any anxiety or other issues facing students. There are aspects that are proven to be harmful in the long term for students' mental health.

Conclusion

Students’ negative perception of online learning platforms is also exacerbated by the lack of infrastructure that can provide equal access to learners. Beaunoyer et al. (2020) assume that students from wealthy families have access to better internet and computing devices. Unfortunately, students from economically disadvantaged families face difficulties in even accessing the internet and basic devices to engage satisfactorily with e-learning (Al-Balas et al., 2020). To illustrate with a real-life example, in some countries with a significant digital divide, students in higher education have had to climb trees or set up camps on hills to get a better connection. It is easy to imagine the difference in psychological stress between students in such situations and those who are comfortable in their air-conditioned rooms at home. Students’ negative perception of online learning platforms is also exacerbated by the lack of infrastructure that can provide equal access to learners. Beaunoyer et al. (2020) assume that students from wealthy families have access to better internet and computing devices. Unfortunately, students from economically disadvantaged families face difficulties even accessing the internet and basic devices to engage satisfactorily with e-learning (Al-Balas et al., 2020). To illustrate with a real-life example, in some countries where the digital divide is significant, students in higher education have had to climb trees or set up camps on hills to get a better connection. It is easy to imagine the difference in psychological stress between students in such situations and those who are comfortable in their air-conditioned rooms at home. Students' negative perception of online learning platforms is also exacerbated by the lack of infrastructure that can provide equal access to learners. Beaunoyer et al. (2020) assume that students from wealthy families naturally have access to better internet and computing devices. Unfortunately, students from economically disadvantaged families face difficulties even accessing the internet and basic devices to engage satisfactorily with e-learning (Al-Balas et al., 2020). To give a practical example, in some countries where the digital divide is significant, students in higher education have had to climb trees or set up camps on hills to get a better connection. It is not difficult to imagine the difference in psychological stress between students in such a situation and those who are comfortably staying in an air-conditioned room at home.

Education is considered an excellent equality device for young people in the sense of opening future opportunities. However, if such a difference in digital device exists, its liability nature will definitely create a negative view of e-learning (Karuppannan & amp; amp; mohammed, 2020). Such a difficult situation would have promoted psychological stress and anxiety, resulting in reduced use of online learning platforms. This situation is even worse due to the fact that many students in developing countries are from a family from a family. Online learning is not cheap. In order to promote online learning, a laptop and an Internet connection is an essential condition. Most of the financially blessed families have multiple children, so they need a laptop for multiple children with different learning stages with teachers online. This raises the question of whether a poor family with a large number of children can afford such economic spending to educate all children. Even families with an average average three to four children will cost a lot of economic costs for all children to provide equipment and connection environments that match the demand for online learning. Participation in online learning. Even basic laptops cost a lot, but costs for connections can be a heavy burden on financially difficult families. Furthermore, in the current economic situation, many people are struggling to lose their jobs and earn living expenses. It will be difficult for parents in such a situation to give children the necessary technical access to work on online learning. It is not necessary to conduct a survey to understand the psychological happiness of students in such circumstances and the effects of the progress of education in such circumstances. < SPAN> Education is considered an excellent equality device for young people in the sense of opening future opportunities. However, if such a difference in digital device exists, its liability nature will definitely create a negative view of e-learning (Karuppannan & amp; amp; mohammed, 2020). Such a difficult situation would have promoted psychological stress and anxiety, resulting in reduced use of online learning platforms. This situation is even worse due to the fact that many students in developing countries are from a family from a family. Online learning is not cheap. In order to promote online learning, a laptop and an Internet connection is an essential condition. Most of the financially blessed families have multiple children, so they need a laptop for multiple children with different learning stages with teachers online. This raises the question of whether a poor family with a large number of children can afford such economic spending to educate all children. Even families with an average average three to four children will cost a lot of economic costs for all children to provide equipment and connection environments that match the demand for online learning. Participation in online learning. Even basic laptops cost a lot, but costs for connections can be a heavy burden on financially difficult families. Furthermore, in the current economic situation, many people are struggling to lose their jobs and earn living expenses. It will be difficult for parents in such a situation to give children the necessary technical access to work on online learning. It is not necessary to conduct a survey to understand the psychological happiness of students in such circumstances and the effects of the progress of education in such circumstances. Education is considered an excellent equality device for young people in the sense of opening future opportunities. However, if such a difference in digital device exists, its liability nature will definitely create a negative view of e-learning (Karuppannan & amp; amp; mohammed, 2020). Such a difficult situation would have promoted psychological stress and anxiety, resulting in reduced use of online learning platforms. This situation is even worse due to the fact that many students in developing countries are from a family from a family. Online learning is not cheap. In order to promote online learning, a laptop and an Internet connection is an essential condition. Most of the financially blessed families have multiple children, so they need a laptop for multiple children with different learning stages with teachers online. This raises the question of whether a poor family with a large number of children can afford such economic spending to educate all children. Even families with an average average three to four children will cost a lot of economic costs for all children to provide equipment and connection environments that match the demand for online learning. Participation in online learning. Even basic laptops cost a lot, but costs for connections can be a heavy burden on financially difficult families. Furthermore, in the current economic situation, many people have lost their jobs and are struggling to earn living expenses. It will be difficult for parents in such a situation to give children the necessary technical access to work on online learning. It is not necessary to conduct a survey to understand the psychological happiness of students in such circumstances and the effects of the progress of education in such circumstances.

It goes without saying that a disproportionate number of students around the world face serious educational problems due to lack of resources to properly utilize e-learning. In terms of educational development, this is extremely unfair to children, and especially to students in higher education.

There are also studies that show a strong association between poverty and stress (Kokosi et al., 2020). This seems to suggest that people living in poverty are more likely to be directly exposed to difficult life situations related to their family's poverty level. Baticulon et al. (2020) further suggests that the most significant barriers faced by students from poor families include technology, support, family, and personal aspects. The survey also revealed that only 41% of students in higher education institutions believe that they can participate in e-learning satisfactorily both physically and mentally (Baticulon et al.). The aforementioned reasons seem to reflect the fact that most students fear losing academic years by participating in e-learning. In short, the fear of losing academic years combined with the challenge of accessing the necessary technology exacerbated the psychological distress experienced by students at all levels, but especially at the tertiary level, where these students will naturally be worried about the impact on their employment prospects.

Despite proving to be the most effective alternative to traditional learning during this lock-in, e-learning has been identified as a major cause of mental health problems among students in higher education. As the analysis showed, for example, lack of peer interaction is a key aspect that is affecting students’ ability to experience the optimal benefits of online learning. It cannot be denied that the ability to interact with peers and lecturers in a traditional classroom environment cannot be replicated in an online environment, despite the provision of interactive platforms like Zoom, Skype, and Google Meet. Kalenzi et al. (2020) are spot on when they state in their World Economic Forum article that “it is clear that certain aspects of university education, such as peer learning, professor interaction, campus and college gaming, are ‘Zoom’” (paragraph 5). While these may be satisfying interactions for adults, young adults, such as students in higher education, are still in their developmental stages and are highly dependent on face-to-face interpersonal interactions with peers and lecturers, psychologically, emotionally, and socially, to transform their learning experience into a productive and happy one. After all, learning is not just about acquiring hard skills. Soft skills developed through campus experiences such as teacher activities, classroom collaborations, or peer conversations also contribute significantly to students’ development at any stage of their studies.

References

• In this case, the sudden and "violent" removal from such an environment will increase the stress and anxiety of the students. In addition to this, as mentioned earlier, the high level of distraction associated with online learning platforms has been shown to affect students' ability to concentrate and retain learning content. E-learning is an isolating and disconnected experience by default. You are by definition alone, looking at the screen, listening to the instructor, and working on the exercises. Unlike a traditional classroom, it is very easy to lose focus, check social media, or start playing games, as there is no one to check on you. While such a learning environment may suit introverts and those without cable, it will be mentally taxing for extroverts and sociable young people. If adults testify while working from home, what will happen to the young people?