Classroom well-being through virtual learning environments in higher education from 2021 to 2023

Main Article Content

Eugenia Rodríguez-Ugalde http://orcid.org/0000-0003-1420-5165 André Díaz-Rojas http://orcid.org/0000-0003-4215-7148

Abstract

The present research deals with the conditions associated with well-being in the classroom through virtual environments of the student population that attends lessons at a private university located in the Central Headquarters in San José, Costa Rica (Central America). The objective is to analyse the conditions associated with well-being in the classroom through virtual learning environments during the years 2021 to 2023.


 


The research uses a quantitative approach, and the type of study is descriptive and cross- sectional. The study was conducted with 731 active students during the period from 2021 to 2023 who used virtual environments to continue their studies. The sample corresponds to 46.5% of the total population (1570 students). The variables associated with well-being conditions in the classroom were environmental and technological conditions; emotional conditions; social conditions; methodological conditions; and student conditions. The Classroom Well-being Scale in virtual environments was used to collect the information. This instrument has a reliability of 95% and a very high correlation between variables (99%).


 


The results show that, in general, there is well-being in the classroom through virtual environments; specifically, that there is a high level of well-being in the classroom in the following aspects: availability of the virtual platform; respect for all people in the classroom environment; assertive communication in the course activities; and free expression of ideas in a respectful environment.


 


The aspects that reflect well-being in the classroom are: quality of audiovisual resources; availability of learning resources; structure of the virtual environment; student participation; and feeling at ease with the course.


 


The aspects to be reinforced to improve well-being are: activities proposed by the teacher in the course; and peer support in carrying out the course activities.

Keywords: classroom well-being, virtual learning environment, higher education

Article Details

How to Cite
RODRÍGUEZ-UGALDE, Eugenia; DÍAZ-ROJAS, André. Classroom well-being through virtual learning environments in higher education from 2021 to 2023. Medical Research Archives, [S.l.], v. 12, n. 3, mar. 2024. ISSN 2375-1924. Available at: <https://esmed.org/MRA/mra/article/view/5018>. Date accessed: 13 apr. 2024. doi: https://doi.org/10.18103/mra.v12i3.5018.
Section
Research Articles

References

1. Burgaya, J. (2013). El Estado de bienestar y sus detractores. A propósito de la encrucijada del modelo social europeo en tiempos de crisis. Barcelona: Octaedro S. L.

2. Zou, Winni & Go, Brenda (11 de junio del 2020). Después del confinamiento, China pone la atención en la salud mental de las personas estudiantes. Reuters. https://www.reuters.com/article/salud-coronavirus-china-saludmental-idESKBN23I2B0

3. Dandan, Ni (May 25, 2023). China Is Getting Seriously Worried About Student Anxiety. Sixthtone: Fresh Voices from Today´s China. https://www.sixthtone.com/news/1012956

4. Silva, M. S.; Marques, G. F.; Reis, A. C., Lourenço, T.; Abreu-Figueiredo, R.; Gonçalves, M. L. & Santos, M. L. (2021). Nursing students’ psychological well-being and coping during the COVID-19 quarantine. Revista de Enfermagem Referência, 5(8), pp. 1-8. https://doi.org/10.12707/2182.2883

5. Meneses, L. M., Vera, M. R., Apaza, J. A., Chauca, S. L. & Novoa, H. H., (2023). La infelicidad en los estudiantes de la Universidad Nacional del Altiplano, Perú. Espacio abierto. Cuaderno venezolano de Sociología, 32(3), pp. 110-129, https://zenodo.org/records/8272868

6. Flaherty, C. (May 23, 2023). Stress Is Hurting College Students. Inside Higher Education News. Florida International University. https://www.insidehighered.com/news/student-success/health-wellness/2023/05/23/survey-stress-hurting-college-students

7. Gross, K. & Pratter, C. (2021). Well-being in Classrooms after COVID-19: A “3-D” Approach for Addressing Student Trauma. Delta Kappa Gamma Bulletin, 88(1), pp. 6-13. https://web.p.ebscohost.com/ehost/detail/detail?vid=5&sid=ec1af1fb-f819-406b-b502-5452ae10cd51%40redis&bdata=Jmxhbmc9ZXMmc2l0ZT1laG9zdC1saXZl#AN=152937413&db=a9h

8. Ribeiro-Silva, E., Amorim, C., Aparicio-Herguedas, J. L. & Batista, P. (2022). Trends of Active Learning in Higher Education and Students’ Well-Being: A Literature Review. Frontiers in Psychology, 13(1), pp. 1-10. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.844236/full

9. Santomauro, D. F. et al. (2021). Global prevalence and burden of depressive and anxiety disorders in 204 countries and territories in 2020 due to the COVID-19 pandemic.https://www.thelancet.com/action/showPdf?pii=S0140-6736%2821%2902143-7

10. Garner, S. (2023). La salud mental y el bienestar. España: Narcea Ediciones.

11. Aulia, F. (2018). Improving Student Well-Being in School. International Conference of Mental Health, Neuroscience and Cyberpsychology. Indonesia: Universitas Negeri Padang. https://www.gci.or.id/proceedings/view_article/275/7/icometh-ncp-2018

12. Ministerio de Educación de Chile (2015). Bienestar en la escuela. Buen clima escolar. https://basica.mineduc.cl/wp-content/uploads/sites/25/2017/11/1-y-2-Manual-Bienestar-para-WEB.pdf

13. Luque, M. J. (2022). Psychological well-being from neuropsychological perspective: Contributions of personal wellbeing program in the university classroom. https://riuma.uma.es/xmlui/bitstream/handle/10630/24914/Psychological%20Well-Being_V2%202.pdf?sequence=4&isAllowed=y

14. Adriensen, H. K. & Moler, L. (2013). Facilitation: A Novel Way to Improve Students’ Well-being. Innovative Higher Education 38, pp. 295–308. https://link.springer.com/article/10.1007/s10755-012-9241-0

15. Allen, K.A., Grove, C., Berger, E., Marinucci, A. & Warton, W. (2022). High Impact Wellbeing Strategies. Resource. Australia: Victoria State Government, Department of Education. https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/High-impact-wellbeing-strategies.aspx

16. Weziak-Bialowolska, D. (2022). Commentary on “The protective effects of wellbeing and flourishing on long-term mental health risk”. SSM Mental Health, 2(1), pp. 1-3. https://www.sciencedirect.com/science/article/pii/S2666560321000529?via%3Dihub

17. Castro, M. & Morales, M. E. (2015). Los ambientes de aula que promueven el aprendizaje, desde la perspectiva de los niños y niñas escolares. Revista Electrónica Educare, 19 (3), 1-32. https://www.redalyc.org/pdf/1941/194140994008.pdf

18. Zanvliet, D., Stanton, A. & Dhaliwall, R. (2019). Design and Validation of a Tool to Measure Associations between the Learning Environment and Student Well-Being: The Healthy Environments and Learning Practices Survey (HELPS). Innovative Higher Education, 44(1), 283–297. https://doi.org/10.1007/s10755-019-9462-6.

19. Enríquez, G., Losada, L, Mendiri, P. & Rebollo, N. (2021). Una mirada al bienestar escolar, ¿qué opinan sus protagonistas?. Revista Iberoamericana de Psicología, 15(1), pp. 125-134. https://reviberopsicologia.ibero.edu.co/article/view/2148

20. Barragán, R. (2022). Vivir en bienestar: Guía psicológica para cuidar mi salud mental. España: Editorial Terracota.

21. Marcionetti, J., Castelli, L. & Crescentini, A. (2017). Well-being in education systems. Italia: Hogrefe Editore.

22. Carter, S. & Andersen, C. (2019) Wellbeing in Educational Contexts. Australia: University of Southern Queensland. https://open.umn.edu/opentextbooks/textbooks/740

23. Alvarado, K. (2018). Clima escolar y bienestar subjetivo en adolescentes de educación secundaria: El rol de la empatía en el salón de clase. Universidad Estatal a Distancia: tesis para optar por el Doctorado en Educación. https://repositorio.uned.ac.cr/bitstream/handle/120809/1804/Clima%20escolar%20y%20bienestar%20subjetivo%20en%20adolescentes.pdf?sequence=1&isAllowed=y

24. Veni, R. & Merlene, A. M. (2022). Self-Perception and Psychological Well-Being as Determinants of Classroom Behavior of Students With and Without Learning Disability. Journal of Indian Association for Child and Adolescent Mental Health, 18 (2), pp. 158-166. https://journals.sagepub.com/doi/epub/10.1177/09731342221122840

25. Rodríguez-Ugalde, E. & Díaz-Rojas, A. (2023a). Estrategias de mediación pedagógica para el bienestar en el aula a través de entornos virtuales. Ciencia Latina Revista Científica Multidisciplinar, 6(6), pp. 12847-12864. https://doi.org/10.37811/cl_rcm.v6i6.4300

26. Ramírez-Casas, L.; López, V. & Baeza, P. (2021). Appraisals and de/legitimation of classroom well-being: A study based on Chilean students' voices. Children & Society. National Children Bureau, 35 (2), 274-294. https://doi.org/10.1111/chso.12435

27. Yousefi, A. & Rezaei, S. (2022). The mediating role of motivated strategies in the relationship between formative classroom assessment and academic well‑being in medical students: a path analysis. BMC Medical Education, 22(1), 38 https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-03118-y

28. Peña-Casares, M. J.; Aguaded-Ramírez, E. (2021). Inteligencia emocional, bienestar y acoso escolar en estudiantes de Educación Primaria y Secundaria. Journal of Sport and Health Research. 13(1), pp. 79-92. https://recyt.fecyt.es/index.php/JSHR/article/view/87372

29. Shewark, E.; Zinsser, K. & Denham, S. (2018). Teachers’ Perspectives on the Consequences of Managing Classroom Climate. Child & Youth Care Forum, 47, pp. 787–802. https://doi.org/10.1007/s10566-018-9461-2

30. Rodríguez-Ugalde, E. & Díaz-Rojas, A. (2023b). Construcción y validación de la escala de bienestar en el aula en entornos virtuales. Ciencia Latina Revista Científica Multidisciplinar, 7(1), pp. 9146-9161. https://doi.org/10.37811/cl_rcm.v7i1.5110

31. Mohajan, H. (2020). Quantitative Research: A Successful Investigation in Natural and Social Sciences. Journal of Economic Development, Environment and People, 9 (4), pp. 52-79. https://mpra.ub.uni-muenchen.de/105149/

32. Zangirolami-Raimundo, J.; De Oliveira, J. & Leone, C, (2018). Research methodology topics: Crosssectional studies. Journal of Human Growth and Development, 28(3), pp 356-360. http://pepsic.bvsalud.org/pdf/rbcdh/v28n3/17.pdf