E-learning readiness and perceived stress among the university students of Bangladesh during COVID-19: a countrywide cross-sectional study

• Published in: Annals of medicine (Helsinki) Vol. 53; no. 1; pp. 2305 - 2314
• Main Authors: Kabir, Humayun, Hasan, Md. Kamrul, Mitra, Dipak Kumar
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 01.01.2021; Taylor & Francis Group
• Subjects: Adult; Bangladesh - epidemiology; Computer-Assisted Instruction; COVID-19; COVID-19 - epidemiology; COVID-19 - psychology; Cross-Sectional Studies; e-learning; Education, Distance; Humans; Pandemics; perceived stress; policymaking; Public Health; readiness; SARS-CoV-2; Stress, Psychological - epidemiology; Stress, Psychological - psychology; Students - psychology; Universities; Bangladesh; COVID-19; perceived stress; e-learning; policymaking; readiness
• ISSN: 0785-3890; 1365-2060
• DOI: 10.1080/07853890.2021.2009908

The COVID-19 pandemic has compelled all educational institutions from the conventional campus-based education system to e-learning worldwide. However, adapting to this new platform, e-learning readiness may cause perceived stress among students. This study aimed to examine the association between e-learning readiness and perceived e-learning stress and the relationship between sociodemographic and e-learning related factors. A cross-sectional study was employed, where 1145 e-learning enrolled university students were surveyed. The result indicated that nearly 91% of students reported moderate (76.07%) to the higher level (14.85%) of perceived e-learning stress, whereas more than half of them (58.17%) were at the sub-optimum level of readiness. Furthermore, it was found that students with the sub-optimum level of readiness compared to optimum had a significantly higher chance of reporting moderate and high level of perceived e-learning stress. Besides, parents' highest education, residence, students' preference in (e-learning or learning format), and having any eye problems were associated with perceived e-learning stress. A sudden introduction of e-learning during the COVID-19 catastrophe has brought about challenges, including the students' readiness, that might exacerbate the perceived stress level in different ways. This study reported that most of the students were at sub-optimal levels of readiness and suffered from moderate to high levels of perceived e-learning stress. The findings should integrate into the education monitoring system to enhance students' coping strategies, incite readiness, straighten, and nourish existing policies. Key messages The moderate and higher level of e-learning stress was 76% and 15%, respectively. Here, 58% of students were at the sub-optimum level of e-learning readiness. Students' sub-optimum level of e-learning readiness was significantly associated with the perceived moderate and high level of e-learning stress.