Moderating the Neuropsychological Impact of Online Learning on Psychology Students

Autor/inn/en	Voloshyna, Valentyna; Stepanenko, Inna; Zinchenko, Anna; Andriiashyna, Nataliia; Hohol, Oksana
Titel	Moderating the Neuropsychological Impact of Online Learning on Psychology Students
Quelle	In: European Journal of Educational Research, 11 (2022) 2, S.681-695 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Voloshyna, Valentyna) ORCID (Stepanenko, Inna) ORCID (Zinchenko, Anna) ORCID (Andriiashyna, Nataliia) ORCID (Hohol, Oksana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-8714
Schlagwörter	Online Courses; Program Effectiveness; Psychology; Neuropsychology; Student Attitudes; Electronic Learning; Educational Technology; Emotional Response; Attention; Memory; Relaxation Training; Cognitive Ability; Metacognition; Stress Management; Burnout; Foreign Countries; College Students; Ukraine + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Psychologie; Neuropsychologie; Schülerverhalten; Unterrichtsmedien; Emotionales Verhalten; Aufmerksamkeit; Gedächtnis; Entspannungstraining; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Stressmanagement; Stressbewältigung; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Ausland; Collegestudent
Abstract	The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students' perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students' attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students' self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@eu-jer.com; Web site: https://www.eu-jer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01