The Impact of Learning Environments on Student Well-Being at La Trobe University

Introduction:

In modern education, there has been a significant shift in focus from solely emphasizing academic achievement to recognizing the importance of holistic well-being for students. Well-being, as defined by Kaufmann & Vallade (202), goes beyond the mere absence of disease; it represents a state of thriving that encompasses physical, mental, and emotional components. This shift in perspective acknowledges that a student's overall well-being plays a crucial role in shaping their academic performance, grades, and overall college experience.

Drawing from insights in positive psychology, which underscores the significance of subjective, psychic, and social aspects in well-being (Gherhe? et al., 2021), we recognize that well-being is multifaceted and influenced by various factors. It's not just about academic success but also about students feeling fulfilled, engaged, and emotionally supported in their educational journey. Moreover, it's essential to consider the learning environment's impact on student well-being. The learning environment encompasses a wide range of elements, including social networks, academic pressure, institutional support, and the mode of instruction (Stevens et al., 2021). These factors can significantly influence students' experiences and perceptions of their educational journey.

With the advent of online learning, there are new dynamics at play that have reshaped the educational landscape. While online learning offers flexibility and accessibility, it also presents unique challenges, such as social isolation and reduced face-to-face interaction. As a result, there's a growing need to investigate how these changes in the learning environment affect student well-being. By understanding the interplay between the learning environment and student well-being, educators and policymakers can develop strategies to promote a supportive and nurturing educational environment. This may involve fostering strong social connections, providing adequate academic support, and adapting instructional methods to meet the diverse needs of students. Ultimately, prioritizing student well-being not only enhances their academic success but also contributes to their overall growth and development as individuals.

Aim:

The aim of this study is to delve into the relationship between the learning environment, specifically comparing face-to-face instruction with online learning, and the well-being of students enrolled at La Trobe University. This aim serves as a guiding beacon for the research, offering a clear direction by focusing on the specific objective of understanding how various modes of instruction may impact the well-being of students.

Understanding the relationship between the learning environment and student well-being holds significant implications for educational institutions, policymakers, and educators alike. It provides insights into how the mode of instruction can either enhance or detract from students' overall well-being, which in turn can affect their academic performance, engagement, and satisfaction with their educational experience. The study aims to offer insights that are tailored to the unique context and dynamics of this academic institution. This localized approach allows for a more nuanced understanding of the factors influencing student well-being within the university setting.
Overall, the aim of the study provides a clear framework for investigating the relationship between learning environment and student well-being, with the ultimate goal of informing educational practices and policies to better support the holistic development of students at La Trobe University and beyond.

Hypothesis:

The hypothesis proposed in the study is that students who participate in face-to-face learning environments will report higher levels of well-being than their online peers. This hypothesis is based on the assumption that face-to-face interaction, social engagement, and immediate feedback in traditional classroom settings contribute positively to student well-being. (Felin, 2021)

The hypothesis proposed for this study is twofold:

• H0: Students who participate in the in-person learning environment will report equal to or lower levels of well-being than their online peers.

• H1: Students who participate in an in-person learning environment will report a higher level of well-being than their online peers.

This hypothesis sets up a comparative analysis between two modes of learning, face-to-face and online, regarding their impact on student well-being. (Romano, 2010) The alternative hypothesis (H1) suggests that traditional, in-person learning environments will yield higher levels of well-being among students, possibly due to increased social interaction, immediate feedback, and a sense of belonging. (Anupama, 2018) Conversely, the null hypothesis (H0) proposes that there will be no significant difference in well-being between students in face-to-face and online learning environments, or that online learning may even result in higher levels of well-being due to factors such as flexibility and reduced commuting stress. (Toledo, 2011)

Data Collection:

Participants:

The participants in this study were undergraduate students from La Trobe University, recruited through university invitations and online advertisements. A total of 70 students participated, with 35 students assigned to each group (online and in-person). The sample included students from various academic backgrounds to ensure diversity. Participants were required to attend either in-person or online classes as part of their academic obligations, and exclusion criteria were not applied. Additionally, participants did not receive any financial incentives for their participation, ensuring that their responses were not influenced by external rewards.

Materials:

The study utilized a rapid demographics survey to collect information on participants' age, gender, academic discipline, and learning style. Well-being was measured using the PERMA scale, a widely recognized instrument in positive psychology research. The PERMA scale consists of 23 items assessing Positive Emotions, Engagement, Relationships, Meaning, and Achievement, with responses ranging from 1 (strongly disagree) to 5 (strongly agree). This comprehensive scale allows for a nuanced evaluation of various dimensions of well-being, providing valuable insights into participants' subjective experiences.

Procedure:

Participants were invited to complete an online survey through email or university announcements, where they provided electronic consent before proceeding. The survey included both the demographics questionnaire and the PERMA scale, administered in a self-administered format to avoid order effects. By balancing the administration of the demographics survey and the PERMA scale, the study minimized potential biases associated with response order (Kumari et al., 2023). The survey was conducted over a two-week period during the semester, allowing participants to respond at their convenience while ensuring timely data collection.

Overall, the methodology employed in this study ensures a robust and systematic approach to investigating the relationship between learning environment and student well-being. By utilizing established measurement tools and recruiting a diverse sample of participants, the study aims to provide valuable insights into the impact of different modes of learning on students' psychological states.

Methodology:

The methodology section outlines the participants, materials, and procedures used in the study. Participants were undergraduate students from La Trobe University, with 35 students each in the online and face-to-face learning groups. The use of a rapid demographics survey and the PERMA scale to measure well-being ensured a comprehensive assessment of participants' backgrounds and psychological states.

The procedure involved distributing online survey links and obtaining electronic consent from participants. This section also addresses potential limitations of the study, such as the use of convenience sampling and self-reported measures of well-being.

Results:

Statistical tests were conducted to assess the significance of this difference in well-being scores. The results of these tests confirmed that the disparity in well-being scores between the face-to-face and online learning groups was statistically significant. In other words, the differences observed were not merely due to chance variation but were indicative of a real distinction between the two groups in terms of their reported well-being levels.

Additionally, the effect size associated with this difference in well-being scores was notable, indicating the practical significance of the findings. Effect size measures the magnitude of the difference between groups, allowing researchers to gauge the practical importance of their results beyond statistical significance. In this case, a notable effect size suggests that the difference in well-being scores between the face-to-face and online learning groups is meaningful and not merely trivial.

Overall, the results section provides a comprehensive analysis of the findings from the inferential statistical analysis, clearly demonstrating that participants in the face-to-face learning group reported higher levels of well-being compared to those in the online learning group. These findings offer valuable insights into the impact of the learning environment on student well-being and highlight the importance of considering different instructional methods in promoting students' holistic development and welfare.

Discussion:

In the discussion section, the results are contextualized within the existing literature and theoretical frameworks to provide a deeper understanding of why face-to-face learning environments may be associated with higher levels of well-being compared to online learning environments. Several potential explanations are explored, drawing on previous research and theoretical perspectives.

Furthermore, face-to-face learning environments often promote greater engagement and participation among students. In a traditional classroom setting, students are more likely to actively participate in discussions, group activities, and hands-on learning experiences, all of which can enhance their sense of involvement and connection to the material. In contrast, online learning may be more passive and solitary, with students primarily interacting with course materials through digital platforms. This difference in engagement levels may contribute to variations in well-being between the two learning environments.

In conclusion, the discussion section not only interprets the results of the study but also provides a nuanced analysis of the underlying mechanisms driving the relationship between learning environment and well-being. By considering the implications of the findings within the broader context of existing literature and theoretical frameworks, the discussion offers valuable insights for educators, policymakers, and researchers seeking to promote student well-being in higher education.

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