Introduction
COVID-19 has some stress impacts of online teaching on British students. In Britain, the COVID-19 pandemic has massively led to extraordinary challenges in the education sector. Students have been experiencing pressure regarding performance and emotional challenges due to a lack of emotional support from families and parents (Hartshorn & McMurry, 2020). Many schools in Britain were temporarily closed with the aim of containing the massive spread of the coronavirus and reducing the rate of infections. The move to adopt online teaching or learning methods significantly accelerated as a result of the physical closure of various universities and colleges. However, the adoption of online learning and teaching has mentally and emotionally affected British students (Toto & Limone, 2021). The reason is that most British students have been complaining of stress due to the reduced level of motivation when it comes to learning, pressure to perform, lack of emotional support from parents and families, as well as low learning outcomes. This paper aims to explore and analyze the stress impact of online teaching on British students due to covid-19.
The changes to students (physical, mainly psychological) since the pandemic has led to the topic of stress. Stress has a particularly serious impact on students’ pressure.
According to Burns, Dagnall, & Holt (2020), it has been discovered that British students have been complaining of stress due to the reduced level of motivation when it comes to online learning and online teaching. The reason is that most students have been experiencing psychological or mental challenges and problems because they often lack the motivation required to perform and deliver in their academics. Some students often claim that the stress associated with lack of motivation often comes from the fact they never have the chance to interact with each other while learning online. Syahputri (2020) claims that before COVID-19, British students had the opportunity to interact and share ideas face-to-face while learning from each other, which boosted their morale to continue learning from each other as a source of motivation. Moreover, British students have been complaining of stress due to the pressure to perform in their academics after the adoption of online learning and online teaching.
Before COVID-19, British students were often used to face-to-face or physical learning that was not filled with pressure. Therefore, the students did not have too much pressure to perform because they were used to the physical or face-to-face teaching and learning system. However, after the emergence of COVID-19, British students have been forced to adopt an online teaching and learning system as a change they were never used to, which has put too much pressure on them. Wilczewski, Gorbaniuk & Giuri (2021) state that another reason is that teachers and lecturers have been putting too much pressure on students to perform even though they are not used to the online learning and teaching system as a change that has been recently introduced or adopted. Furthermore, British students have complained of stress due to a lack of emotional support from parents and families.
It has been discovered that most British students complain of stress because most of the time, they never get any encouragement or emotional support from their families and parents to adapt to and embrace online learning and online teaching. As a result of lacking emotional support and regular encouragement to enjoy or adapt to the sudden change associated with online learning and teaching, students have become stressed and emotionally drained. Suliman et al. (2021) argue that British students have been complaining of stress due to the low learning outcomes associated with the emergence and adoption of online teaching and online learning. The reason is that students complain that their academic performances have been negatively affected by the adoption of online teaching and online learning due to the poor or low grades recorded recently in the era of the coronavirus pandemic. The research gap, in this case, is that no research has been conducted or done on critical analysis of the stress impact of online teaching on British students due to COVID-19.
The influence of Network Teaching on Students
There has been a significant influence of network teaching on students after the emergence of COVID-19. For example, the introduction and adoption of network teaching have lowered the effectiveness of teaching by teachers. The reason is that most students often complain that teachers are no longer effective while teaching using the network teaching system introduced to the British students. Hossain et al. (2021) state that another reason for the influence of network teaching on students when it comes to low effectiveness in teaching is that there is no proper communication between teachers and students, which has massively impacted the teaching effect. Therefore, it has been discovered that the network teaching system has not been perfect where the communication between teachers together with students has had a massive influence when it comes to the teaching effect.
Moreover, the introduction and adoption of network teaching have lowered or reduced student satisfaction as an influence which has led to a lack of motivation. Many students who have been taught using the network teaching method have been complaining that most of the time, they never understand what the teachers or lecturers teach them, which has led to low satisfaction with the network teaching method and its influence. Maulana (2021) argues that it has been discovered that British students have been complaining of stress due to the reduced level of motivation when it comes to the network teaching system. The reason is that most students have been experiencing psychological or mental challenges because they often lack the motivation required to perform or deliver in their academics and grades.
Some students often claim that the stress associated with lack of motivation often comes from the fact they never have the chance to interact with each other while learning using the network teaching method, which has had some negative results on the specific students. Oducado & Estoque (2021) claim that before COVID-19, British students had the opportunity to interact and share ideas face-to-face while learning from each other, which boosted their morale to continue learning from each other as a source of motivation. Furthermore, after the emergence of COVID-19, British students have been forced to adopt an online teaching and learning system as a change they were never used to, which has put too much pressure on them. The research gap, in this case, is that no research has been conducted or done on the influence of network teaching on students.
Critical Analysis of the Impact of Stress on Students
Most British students have been complaining of stress due to the reduced level of motivation when it comes to learning, pressure to perform, as well as lack of satisfaction. Moreover, British students have been complaining of stress about online teaching due to low teaching effectiveness, lack of emotional support from parents and families, as well as low learning outcomes. According to Kim & Asbury (2020), students have been complaining of stress due to the pressure to perform in their academics after the adoption of online learning and online teaching. Before COVID-19, British students were often used to face-to-face or physical learning that was not filled with pressure.
Oducado & Estoque (2021) argue that the students did not have too much pressure to perform because they were used to the physical or face-to-face teaching and learning system. However, after the emergence of COVID-19, British students have been forced to adopt an online teaching and learning system as a change they were never used to, which has put too much pressure on them. Another reason is that teachers and lecturers have been putting too much pressure on students to perform even though they are not used to the online learning and teaching system as a change that has been recently introduced or adopted. Furthermore, British students have complained of stress due to a lack of emotional support from parents and families. Stewart & Lowenthal (2022) state that most British students complain of stress because they never get any encouragement or emotional support from their families and parents to adapt to and embrace online learning and online teaching.
As a result of lacking emotional support and regular encouragement to enjoy or adapt to the sudden change associated with online learning and teaching, students have become stressed and emotionally drained. Nevertheless, British students have been complaining of stress due to the low learning outcomes associated with the emergence and adoption of online teaching and online learning. Sim, Sim & Quah (2021) argue that students complain that their academic performances have been negatively affected by the adoption of online teaching and online learning due to the poor or low grades recorded recently in the era of the coronavirus pandemic. Therefore, there is a lack of research on the critical analysis of the impact of stress on students.
Conclusion
In conclusion, COVID-19 has some stress impact of online teaching on British students due to covid-19. The move to adopt online teaching or learning methods significantly accelerated as a result of the physical closure of various universities and colleges. However, the adoption of online learning and teaching has mentally and emotionally negatively affected British students. The reason is that most British students have been complaining of stress due to the reduced level of motivation when it comes to learning, pressure to perform, lack of emotional support from parents and families, as well as low learning outcomes. The government and universities of Britain need to find a way of motivating students to adapt to the current online teaching system and encourage students to work in groups using Zoom as a learning tool where students can easily interact. Nevertheless, the families and parents should provide emotional support to British students who are taught online. The research gap, in this case, is that no research has been conducted or done on critical analysis of the stress impact of online teaching on British students due to COVID-19. Therefore, there is a need to do thorough research on this field of study.
References
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