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E-learning during COVID-19 and anxiety levels among university students: a systematic review

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dc.contributor.authorJonas John Posko Amalaraj
dc.contributor.authorThamil Arasu Saminathan
dc.contributor.authorTania Gayle Robert Lourdes
dc.contributor.authorMohammed Ali Abbod Al-Maliki
dc.contributor.authorMohd Azli Fakri Abdul Aziz
dc.contributor.authorNurhajar Asmad Mohd Yusoff
dc.contributor.authorRafdzah Ahmad Zaki
dc.date.accessioned2024-07-10T05:33:28Z
dc.date.available2024-07-10T05:33:28Z
dc.date.issued2023
dc.description.abstractBackground: E-learning was widely used in universities during the COVID-19 epidemic to guarantee students’ ongoing education and learning. This systematic review summarizes and synthesizes evidence elucidating the association between e-learning during the COVID-19 pandemic and anxiety among university students. Methods: A systematic search from five databases (PubMed, Wiley, Science Direct, EBSCO, and Scopus) was done, with the last search conducted on the 30th of November 2021. Full-text English articles published from November 2019 to November 2021. Mostly cross-sectional study designs were included, excluding non-peer-reviewed documents and on-English language studies. The data was recorded in the data extraction form, and all seven articles were assessed for quality using the Joanna Briggs Institute (JBI) Checklist for Analytical Cross-Sectional studies. Results: The search yielded seven eligible articles, with a total of 12,481 participants. Four articles aimed to determine the direct association between e-learning and anxiety levels. While three aimed to identify e-learning as a potential stressor during the COVID-19 pandemic, which is associated with anxiety levels. Five different tools were used to measure anxiety in the chosen articles. Four out of seven articles reviewed in this systematic review concluded that e-learning was significantly associated with anxiety. The remaining three found no association. Several factors were found to be associated with anxiety due to e-learning: females, sex/gender minorities, younger students, medical students, and staying alone. Conclusions: University students reported mild to high levels of anxiety during the COVID-19 pandemic. The effect of e-learning on anxiety levels is determined by the diverse socio-demographic backgrounds. Internet connectivity and facilities also contributed to anxiety levels during e-learning. Limitations of this review include selection bias, small sample size, and the cross-sectional study designs, which could not establish a causal relationship. Evidence from stronger study designs is needed to confirm the association and establish a causation link of anxiety due to e-learning methods.
dc.identifier.doihttps://dx.doi.org/10.21037/jphe-22-61
dc.identifier.urihttps://repository.nih.gov.my/handle/123456789/460
dc.language.isoen
dc.relation.ispartofJournal of Public Health and Emergency
dc.relation.issn2520-0054
dc.titleE-learning during COVID-19 and anxiety levels among university students: a systematic review
dc.typejournal-article
dspace.entity.typePublication
oaire.citation.volume7
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