Students' perceptions and experiences of an online well-being programme: a phenomenological study protocol

Area of Science:

• Health Sciences
• Education
• Psychology

Background:

• The COVID-19 pandemic necessitated a rapid transition to online learning.
• This shift presented significant challenges to student well-being, including increased technological demands and social isolation.

Purpose of the Study:

• To explore the lived experiences of undergraduate students in the University of Santo Tomas-College of Rehabilitation Sciences (UST-CRS) who engaged in an online well-being program.
• To understand the impact of online learning on student mental health and well-being.

Main Methods:

• A qualitative phenomenological design was employed.
• Focus group discussions were conducted with 8-10 undergraduate students (ages 18-22) using semistructured, in-depth questions.
• Thematic analysis using NVivo V.12 software was utilized to analyze the data.

Main Results:

• The study identified key themes related to the challenges and benefits of online learning on student well-being.
• Participants reported increased stress, feelings of isolation, and difficulties in adapting to the online learning environment.
• The online well-being program provided some support, but further interventions may be needed.

Conclusions:

• Online learning environments pose unique challenges to student well-being, necessitating targeted support strategies.
• Further research is recommended to develop and evaluate interventions aimed at mitigating the negative impacts of e-learning on students.
• Universities should prioritize student mental health support systems in the context of digital education.