From clicks to crisis: A systematic review of stressors faced by higher education students studying online
Guardado en:
| Publicado en: | Future in Educational Research vol. 3, no. 2 (Jun 1, 2025), p. 239-259 |
|---|---|
| Autor principal: | |
| Otros Autores: | , , , |
| Publicado: |
John Wiley & Sons, Inc.
|
| Materias: | |
| Acceso en línea: | Citation/Abstract Full Text Full Text - PDF |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
MARC
| LEADER | 00000nab a2200000uu 4500 | ||
|---|---|---|---|
| 001 | 3252109300 | ||
| 003 | UK-CbPIL | ||
| 022 | |a 2835-9402 | ||
| 024 | 7 | |a 10.1002/fer3.70001 |2 doi | |
| 035 | |a 3252109300 | ||
| 045 | 0 | |b d20250601 | |
| 100 | 1 | |a Mingoia, John |u UniSA Online, Adelaide, South Australia, Australia | |
| 245 | 1 | |a From clicks to crisis: A systematic review of stressors faced by higher education students studying online | |
| 260 | |b John Wiley & Sons, Inc. |c Jun 1, 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a It is well established that most higher education students experience stress, stemming from a range of factors such as exams, time demands, and financial pressure. Given the rising number of students completing their tertiary studies online, identifying stressors faced by the growing online student cohort is important. Therefore, a systematic review was undertaken to identify and consolidate what the key stressors experienced by online higher education students are. This review analyzed 68 articles published in English between 2001 and 2022, retrieved from three databases: ERIC, Web of Science, and PsycINFO. The review found that online university experience a range of stressors, including challenges related to course delivery, technology access, online communication, home learning environments, peer relationships, motivation, and assessments. Strategies to mitigate these stressors include improving course design with engaging and interactive contents, providing technological support and digital literacy training, fostering peer connections through structured interactions, and offering flexible assessments tailored to online contexts. These findings underscore the importance of considering the unique stressors experienced by online students and highlight the need to develop interventions to mitigate these stressors when designing and delivering online courses. | |
| 653 | |a Software | ||
| 653 | |a Higher education | ||
| 653 | |a Anxiety | ||
| 653 | |a University students | ||
| 653 | |a Distance learning | ||
| 653 | |a COVID-19 | ||
| 653 | |a Stress | ||
| 653 | |a Student retention | ||
| 653 | |a Pandemics | ||
| 653 | |a College students | ||
| 653 | |a Online instruction | ||
| 653 | |a Librarians | ||
| 653 | |a Mental health | ||
| 653 | |a Qualitative research | ||
| 653 | |a Coronaviruses | ||
| 653 | |a Systematic review | ||
| 653 | |a Graduate students | ||
| 653 | |a Independent Study | ||
| 653 | |a Distance Education | ||
| 653 | |a Course Selection (Students) | ||
| 653 | |a Adult Learning | ||
| 653 | |a Interrater Reliability | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Meetings | ||
| 653 | |a Educational Technology | ||
| 653 | |a Student Experience | ||
| 653 | |a Electronic Equipment | ||
| 653 | |a Meta Analysis | ||
| 653 | |a Mental Health Programs | ||
| 653 | |a Creative Teaching | ||
| 653 | |a Computer Attitudes | ||
| 653 | |a Online Courses | ||
| 653 | |a Information Seeking | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Computer Software Reviews | ||
| 653 | |a Library Personnel | ||
| 653 | |a Database Management Systems | ||
| 653 | |a Educational Television | ||
| 700 | 1 | |a Skinner, Erin |u Justice & Society, Adelaide, South Australia, Australia | |
| 700 | 1 | |a Conboy, Lauren |u Justice & Society, Adelaide, South Australia, Australia | |
| 700 | 1 | |a Engfors, Laura |u UniSA Online, Adelaide, South Australia, Australia | |
| 700 | 1 | |a Le Busque, Brianna |u University of South Australia, STEM, Mawson Lakes, South Australia, Australia | |
| 773 | 0 | |t Future in Educational Research |g vol. 3, no. 2 (Jun 1, 2025), p. 239-259 | |
| 786 | 0 | |d ProQuest |t Publicly Available Content Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3252109300/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3252109300/fulltext/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3252109300/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |