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Global Health Econ Sustain Self-directed learning supporting mental health

conclusions that were influenced by the particular biases to that which is self-initiated. Thus, the success of online
with which the authors began their research (Chiu et al., learning and positive mental health observed in the study
2021; Harun & Abd Aziz, 2021; Li et al., 2023; Ong et al., can be attributed to learning methods devised by teachers
2022; Perkins et al., 2021; Shepherd et al., 2021; Tacogue and parents rather than genuine self-directed learning.
et al., 2022; Zhao et al., 2020). These biases must be taken While Ong et al. (2022), also discussed in Section 4.1,
into consideration when assessing the value of the authors’ held a positive view of self-directed learning, online
conclusions. learning, and mental health during the COVID-19

The paper by Chiu et al. (2021) focused on motivating pandemic, their perspective was centered on promoting
online learning assumes the assumption that self-directed happiness rather than focusing on the learning aspect.
learning is valuable and that all learning should progress It is noteworthy that their viewpoint aligns more closely
in this direction. However, despite recognizing the with Dewey’s understanding of the role of education in
positive perspective on self-directed learning, self-initiated enhancing positive mental health. The authors considered
learning is not mentioned. This omission is likely due to the self-directed learning as a pathway to happiness due to its
article’s emphasis on the challenges posed by self-directed endorsement of autonomy. In this regard, these authors
learning during the COVID-19 pandemic, particularly were conceptually compelled to regard each of the three
in relation to students’ engagement with online learning. variables positively due to their perspective on happiness.
While the authors appreciate the autonomy that online The article by Perkins et al. (2021) emphasizes the
learning affords, their negative opinion of online learning importance of school connectedness and assesses all three
may stem from their consideration of in-person social variables as negative. It begins with a biased perspective
engagement, both with teachers and peers in school, as that school connectedness is best experienced in school.
fundamental to fostering positive mental health. Since the Consequently, these authors inevitably concluded that self-
type of in-person social engagement with teachers and directed learning, online learning, and mental health were
peers that these authors deem essential cannot be provided all negative as a result of the school closures brought on
with online learning, and this absence is viewed as a by COVID-19 merely because students were not physically
contributor to poor mental health, both online learning present in school. This result indicates that all negative
and mental health are evaluated as negative in the context results regarding the three variables often stem from the
of the transition to online learning during the COVID-19 authors’ preconceived viewpoints, which are not directly
pandemic. related to the three variables. However, due to these
The article by Harun & Abd Aziz (2021) assesses the viewpoints, the three variables are subsequently assessed
impact of COVID-19 on students’ readiness to embrace as negative.
online learning. The authors viewed online learning as the Shepherd et al., 2021, presumed that online learning
new educational norm, and consequently, online learning would not satisfy learners during the COVID-19 pandemic
was necessarily assessed positively. The primary aim of due to their focus on high school athletes. These athletes
the article is to identify the factors hindering students relied on physical contact and team engagements for
from fully embracing online learning. In this regard, the their learning. Therefore, the social distancing measures
requirement for self-directed learning was perceived as a imposed during the COVID-19 pandemic, which
burden by the students under study because they lacked banned team sports (Yomoda & Kurita, 2021), made self-
the necessary mental readiness. This negative aspect of directed online learning unsatisfying in comparison to
their mental health dampened their motivation to embrace in-person classes. This, according to the authors, led to
online learning. Unlike other articles that yielded similar negative mental health among the students under study.
findings but assessed online learning negatively, these However, the article did not consider students who did
authors attributed the problem not to online learning but not prefer in-person physical education classes due to their
rather to poor self-directed learning and compromised disinterest in the physical contact involved in team sports.
mental health. Other research (McGuine et al., 2021) has shown that
Regarding the study by Li et al. (2023) discussed in such students experienced positive mental health during
Section 4.1 above, it is important to highlight that their the COVID-19 pandemic. By not accounting for students
interpretation of self-directed learning is at odds with other than those excelling in team sports, these authors
demonstrating trust in students’ ability to genuinely self- introduced bias into their assessment of self-directed
direct their learning. In this way, it is evident why the online learning.
article does not delve into self-initiated learning – as the Focusing on the isolation experienced by students
type of learning perceived by these authors is opposed during the COVID-19 pandemic, Tacogue et al. (2022)

Volume 1 Issue 2 (2023) 9 https://doi.org/10.36922/ghes.1219