The Effect of Remote Learning on Student Engagement and Mental Health

Abstract

Specific Aims: This study aims to measure the effect of remote learning practices on student mental health and engagement. Methods: This observational cohort study was performed using data generated from voluntary survey forms emailed to current Doctor of Pharmacy students at the University of Arizona. This survey collected data about participants’ experiences in online classroom environments, including academic engagement, subjective stress levels, feelings of social inclusion, and ability to collaborate with peers. Results: Surveys were completed by 113 participants (26 men, 87 women; 23% P1, 35% P2, 24% P3, 18% P4). Data from these surveys demonstrated a right skewed normal distribution for effects on subjective academic performance (53% favorable, 47% unfavorable), but demonstrated a left skew for ability to communicate with peers about coursework (36% favorable, 64% unfavorable), experience of inclusion among peers (34% favorable, 66% unfavorable), attention span (31% favorable, 69% unfavorable), and participation in class discussions (30% favorable, 70% unfavorable). Conclusion: While some students report mild positive effects, these data reveal that remote learning poses significant challenges related to mental health, participation, and academic performance. Addressing these issues may require novel techniques to improve student engagement and communication. Improving these fundamental elements of instruction should have some carryover to how students feel during class, but more attention is warranted therein to ensure any measures taken don’t result in unintended consequences to the student experience.