Online Learning Factors and Mental Health Among Undergraduate Students

The rapid shift to online learning has profoundly changed higher education, offering increased flexibility and access, but also with new challenges that may impact students' mental health. The purpose of this concept paper is to suggest a conceptual framework for exploring the relationship between online learning factors and mental health issues of Universiti Teknologi Mara (UiTM) students. This study explored how academic load, internet connectivity, learning environment, time management, emotional and social support impact students' stress and anxiety in an online learning context. The proposed framework is grounded in the transactional theory of stress and coping and General Adaptation Syndrome (GAS) that provides insights into the students viewpoint, coping and responses to academic and environmental stress over a prolonged period. The study utilized quantitative research methodology which was carried out by using a structured questionnaire and sent to the students of UiTM who have experienced online learning. Data will be analysed using descriptive statistics and inferential analyses using the Statistical Package for the Social Sciences (SPSS). This concept paper builds upon the existing literature by bringing together a number of online learning factors, as they relate to the larger picture of understanding students' mental health in higher education. The proposed study should yield valuable lessons for university leadership, teachers and policy makers when designing interventions, enhancing students support resources, and establishing a healthy supportive online learning environment.

online learning, mental health, stress, anxiety, higher education

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