Online Learning Fatigue in Schools During the COVID-19 Pandemic – An Empirical Study with High School Students

The COVID-19 pandemic has had a significant effect on every age group, including high school students. They were forced to be constantly connected to ICTs in online lessons instead of attending in-class lessons. A consequence of the continuous exposure to ICTs is the occurrence of technostress enhancing individuals’ emotional exhaustion. As part of this research, the effect of emotional exhaustion on high school students is studied. A survey that was carried out within schools in Austria and Germany with 592 participants shows the effect of emotional exhaustion as a driver for students’ online learning fatigue. Online learning fatigue is characterized as lower mental and operational effectiveness to learn and study online. These findings can be used in research and practice to improve students’ lives during these times

Sociability and Technostress in Online Classes: The Effects on Students’ Emotional Exhaustion During the COVID-19 Pandemic

The move to online classes due to the COVID-19 pandemic has led students in high schools to experience new issues because of their constant use of information and communication technologies (ICTs). One of the consequences of constant ICT use is emotional exhaustion, which is raised or limited by different factors. Sociability is one of the factors that might decrease emotional exhaustion in students during online classes, while technostress could further it. Moreover, technostress creators could act as moderators on the effect of sociability on emotional exhaustion. These effects are tested with the help of a study with 592 participants, discovering that the sociability in online classes has an effect on how emotionally exhausted the students are. The antecedent technostress also has an effect on emotional exhaustion, thus furthering it. This paper contributes to the information systems (IS) literature by showing how students are affected by constant ICT use

Coming Back For More: Exploring Three Theoretical Perspectives Influencing IS Resumption

IS resumption describes ex-users’ returning to an information system (IS) after quitting it beforehand. IS research has conceptualized, operationalized, and defined this behavior and explained some initial causes, such as nonuse-related dissatisfaction, that lead ex-users to IS resumption. We aim to complement that understanding by discussing the influence of three theoretical perspectives: reasoned action, experiential responses, and habitual responses. We use those perspectives to develop hypotheses and offer a comprehensive understanding of causes leading to IS resumption intention. We chose a quantitative approach to evaluate our research model, conducting an online survey with 190 ex-users of video-on-demand services (VoD). Our findings show that subjective norm and attitude influence IS resumption intention, while higher satisfaction with prior usage influences ex-users’ attitude. We contribute to IS research by carving out how the three theoretical perspectives influence ex-users’ IS resumption intention, providing a solid theoretical basis for future studies on IS resumption

Implementation of preventive mental health services for children of physically ill parents: experiences in seven European countries and health care systems

Objective: Parental physical disease is a family issue, but families’ minor children are seldom considered. The current study analyzed experiences with implementation of counseling for families with physically ill parents and minor children during a European multisite pilot project. Method: Implementation protocols of seven European partner centers collaborating in a joint research project were analyzed by Mayring’s qualitative content analysis. Both an inductive approach and a deductive approach were chosen. Satisfaction of families and therapists was considered based on information from three partner centers. Results: Satisfaction with counseling was rather high. Mentioned problems referred to aspects related to liaison partners, family-related aspects and physicians’ concerns. Recommendations related to contacting families, liaising with other professions, implementing counseling together with a research project, and training. Results are integrated in the current dissemination literature. Conclusion: Successful implementation was mostly determined by aspects of interdisciplinary cooperation and communication, perceived relative advantage and organizational premises. With regard to this kind of innovative child-centered family mental health services, top-down and bottom-up implementation strategies should be combined, and strategies of maintenance and sustainability should be considered from the very beginning. (C) 2013 Elsevier Inc. All rights reserved