Overview of the Biopsychosocial Effects of E-Learning and its Impact on The Academic Performance Among University Students

Abstract

Because of the COVID-19 pandemic, the world has to be under securitization of daily life in an effort to control the spread. The universities had to find alternative modes of learning to replace the traditional learning such as online learning (e-learning) which is facing a debate regarding its acceptance or refusal and its impact on the students and the learners’ life. So, the current research aimed to review the physical, psychological and social effects of digital learning and its impact on the students’ university performance. This is a narrative review article in which researches were reviewed and appraised regarding the type of the study, sample size, methodology of research, the country of origin, results obtained, limitation for each study, outcome and conclusion.  Multiple scientific search engines including NCBI, Elsevier, JAMA Network, PubMed, Science Direct, ERIC (Education Resources Information Center), and Google Scholar. It was concluded that the effects of online learning on the learners and educators are not fully studied and still need more detailed research to understand these effects and how to avoid them. However, the most common effects include Musculoskeletal disorders (MSDs), computer-vision syndrome (CVS) and burnout syndrome. It is also found that a lack of computer skills has been identified as the main source of stress and anxiety among online learners. The relation or interaction between students with peers and/or educators is dependent on the own student’s preferences either to feel constrained or prefer limited contact. Flexibility of time during e-learning can be preferred by some students but it still challenges the students’ commitment to classes. The determinant factors of academic performance among online students are the academic program nature, self-learning skills of the students and the role of educators.