Page 11 - GHES-1-2

Global Health Econ Sustain Self-directed learning supporting mental health

the article was written in English and whether it originated 2022); student evaluations of transitioned-online courses
from a peer-reviewed journal. This examination led to the (Garris & Fleck, 2022); adaptability and high school
exclusion of three articles not written in English and 17 students’ online learning (Martin et al., 2021); the impact
articles published in non-peer-reviewed journals, leaving of learning on science, social and digital literacy (Amina
a total of 90 articles. & Susilo, 2022); factors affecting students’ happiness on
online learning (Ong et al., 2022); a comparison of online
To determine the eligibility of the remaining 90 articles,
the abstracts were scrutinized to determine whether they learning challenges (Manoharan et al., 2022); “Teachers act
like we’re robots” (Literat, 2021); and a literature review on
mentioned public schools or COVID-19 and whether the teaching and learning (Pokhrel & Chhetri, 2021).
term “student” appeared. Among these articles, 53 did
not include public schooling, 2 did not mention students, These 21 articles are listed in Table 1, with respect to
and none lacked consideration of COVID-19, resulting in their authors and publication dates. The table also includes
35 eligible articles. These remaining articles underwent an assessment of whether each article had a positive or
further evaluation through a word search to identify negative perspective on self-directed learning, online
whether they were missing any of the following terms: “self- learning, and student mental health. Out of the total,
directed learning,” “online learning,” or “mental health.” 12 articles (57.1%) expressed negative views on self-
This analysis revealed that 1 article did not mention “self- directed learning, 12 articles (57.1%) presented negative
directed learning,” 1 did not reference “online learning,” evaluations of online learning, and 15 articles (71.4%)
and 12 failed to mention “mental health.” This process conveyed negative views regarding the mental health of
ultimately yielded 21 articles that were included in the final students. Among the included articles, 14 out of 21 (66.7%)
assessment. exhibited consistent assessments, with either all negative
or all positive perspectives on the three variables. Out of
The remaining 21 articles were then scrutinized
to determine whether the article presented a positive
or negative perspective on any of the following: self- Table 1. Articles returned from a Google Scholar search
directed learning, online learning, and mental health. This on May 30, 2023, and filtered according to the criteria
examination involved thoroughly reviewing the content of mentioned in Section 3
the articles related to these terms. The positive responses Authors and publication Self‑ Online Mental
were 9 for self-directed learning, 9 related to online years of articles direction learning health
learning, and 6 concerning mental health. In contrast, Li et al. (2023) + + +
the negative responses are summarized as 12 regarding Chiu et al. (2021) + – –
self-directed learning, 12 for online learning, and 15 with
respect to mental health. Tacogue et al. (2022) – – –
Shepherd et al. (2021) – – –
3. Results Yates et al. (2021) – + –
The results of applying these methods produced 21 articles Doo et al. (2022) + + +
for inclusion as the materials. The topics of these articles Dwilestari et al. (2021) + – +
are as follows: impact of information literacy (Li et al., Zhao et al. (2020) + + +
2023); motivating online learning (Chiu et al., 2021); Harun & Abd Aziz (2021) – + –
learning in isolation (Tacogue et al., 2022); high school Shao et al. (2022) – – –
student-athlete experiences (Shepherd et al., 2021); high Garcia et al. (2022) + + +
school experience of online learning (Yates et al., 2021); Perkins et al. (2021) – – –
self-directed learning on learning outcomes in massive
open online courses (MOOCs) (Doo et al., 2023); students’ Zhu et al. (2022) – – –
self-directed learning in English (Dwilestari et al., 2021); Manalo et al. (2022) + + –
guiding teaching strategies (Zhao et al., 2020); students’ Garris & Fleck (2022) – – –
acceptance towards online learning (Harun & Abd Aziz, Martin et al. (2021) – + –
2021); self-directed learning and attitude on online learning Amina & Susilo (2022) – – –
(Shao et al., 2022); mental health of high school students Ong et al. (2022) + + +
(Garcia et al., 2022); school connectedness still matters Manoharan et al. (2022) – – –
(Perkins et al., 2021); implementation and challenges
of online education (Zhu et al., 2022); challenges and Literat (2021) – – –
opportunities in online distance learning (Manalo et al., Pokhrel & Chhetri (2021) + – –

Volume 1 Issue 2 (2023) 5 https://doi.org/10.36922/ghes.1219