A Synthesis of Research on Mental Health and Remote Learning: How Pandemic Grief Haunts Claims of Causality

Stephanie Moore; George Veletsianos; Michael Barbour

doi:10.18357/otessaj.2022.1.1.36

Auteurs-es

Stephanie Moore University of New Mexico
George Veletsianos Royal Roads University
Michael K. Barbour Touro University California

DOI :

https://doi.org/10.18357/otessaj.2022.1.1.36

Mots-clés :

santé mentale, apprentissage en ligne, enseignement à distance, anxiété, stresser, bien-être, le bien-être

Résumé

Bien qu'il y ait eu beaucoup de débats sur l'impact de l'apprentissage en ligne et à distance sur la santé mentale et le bien-être, il n'y a pas eu de synthèses ou d'examens systématiques de la recherche sur cette question particulière. Dans cet article, nous passons en revue les recherches sur la relation entre la santé mentale/le bien-être et l'apprentissage en ligne ou à distance. Notre examen montre qu'il existait peu de bourses avant 2020, la plupart des études ayant été menées pendant la pandémie de COVID-19. Nous rapportons quatre résultats : (1) les effets pandémiques ne sont pas bien contrôlés dans la plupart des études ; (2) les études présentent une image très mitigée, avec une variabilité quant à la façon dont la santé mentale et le bien-être sont mesurés et comment/si des inférences causales sont faites par rapport à l'apprentissage en ligne et à distance, (3) il y a des indications que certaines populations de les étudiants peuvent avoir plus de difficultés dans un contexte en ligne, et (4) la recherche qui ne suppose pas une relation directe entre la santé mentale et en ligne fournit le meilleur aperçu des facteurs de confusion et des stratégies possibles pour résoudre les problèmes de santé mentale. Notre examen montre que 75,5 % des recherches publiées sur ce sujet commettent la corrélation n'est pas égale à l'erreur de causalité ou affirment une relation causale même lorsqu'elles ne parviennent pas à établir des corrélations. Sur la base de cette étude, nous suggérons que les chercheurs, les décideurs, les praticiens et les administrateurs fassent preuve d'une extrême prudence lorsqu'ils font des affirmations généralisables concernant les impacts de l'apprentissage en ligne/à distance et de la santé mentale. Nous encourageons la poursuite des recherches pour mieux comprendre les effets sur des sous-populations spécifiques d'apprenants et sur les stratégies au niveau des cours et des établissements pour soutenir la santé mentale.

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