Gaining distance learning effectiveness through mental health improvement during the COVID-19 pandemic: The role of patience

Nowadays, the COVID-19 pandemic has impacted communities' mental health worldwide. Therefore, studies on minimizing the pandemic's mental health impact are urgently needed. This study aimed to examine the role of patience on distance learners' mental health during the COVID-19 pandemic. A correlational study was conducted involving a total of 330 university students of distance learners, and they were selected using stratified random sampling. The Patience Scale (PS-11) was used to measure interpersonal patience, life hardships patience, and daily hassles patience. The Depression, Anxiety, and Stress Scale (DASS-21) were used to measure mental health from the aspects of depression, anxiety, and stress. The data were analyzed using descriptive analysis and multiple regression. The study showed that life hardships and patience were predictors of reducing depression and anxiety. Besides that, life hardships patience and interpersonal patience were predictors of reducing stress, and the main contributing factor was life hardships patience. This study contributes to humanistic therapy theories and their practical implications. It also contributes to developing the national mental health policy strategy, Ministry of Health Malaysia, and Sustainable Development Goals 2030. © 2023 The Authors. Published by IASE.

Counselling students’ perception of online learning during COVID-19 in Malaysia

The COVID-19 pandemic is of global proportions affecting Higher Education Institutions (HEIs), with online learning becoming a prominent approach to students’ learning during the pandemic. However, minimal attention has been paid to researching online learning in Malaysia during COVID-19. This cross-sectional study examines students’ perceptions of online learning during the pandemic. A sample of 457 counselling students has been chosen using purposive sampling. Online questionnaires in Google Forms with an appended consent form were distributed to the respondents via WhatsApp with 184 respondents and a response rate of 40.3 per cent. The online questionnaire comprised demographic, students’ perception towards online learning (a closed-ended question), reasons for liking and disliking online learning (two closed-ended questions), their preferable online teaching material and delivery (a closed-ended question), and suggestions to overcome online learning constraints (an open-ended question). Data collection was carried out in approximately two weeks and analysed using descriptive statistics. The results showed that the majority of respondents (84.8%) decided that the online learning approach was essential during the pandemic. Most students liked online learning because learning can continue even during the pandemic (75.7%), it was safer to study at home than to go to campus (63.0%), and it facilitated meeting the requirements to graduate on time (44.5%). Most disliked online learning because doing group assignments online was difficult (60.3%), attending online classes was challenging (59.8%), and taking an online test was challenging (55.3%). The respondents (50.0%) also acknowledged that the most effective teaching material and delivery tool for online learning was a PowerPoint with audio (asynchronous method). The respondents recommended internet stability and speed improvements, and a convenient space for studying online at home. This study contributes to the theory and evidence necessary for future research, programmes, and interventions to promote a fully digitally connected and informed society. © ACPIL.