The study aims to explore the relationship between online teaching and the mental health of university students in China, addressing a significant research gap in understanding the impact of online learning engagement on students' psychological well-being.The study seeks to describe the profile of respondents, assess their experiences in online teaching, identify factors affecting their mental health, and propose a plan for continuous improvement in school practices.Employing a descriptive correlational design, the study utilized a survey method with 280 college students from Henan University in China selected through convenience sampling.The questionnaire, adapted from previous studies, covered basic information, students' participation in online courses, and the impact of online courses on mental health.Findings reveal a predominantly male, 15-25 age group, rural-based, and with advanced education among surveyed students.Participation in online courses correlated positively with learning efficiency.Online courses showed both positive and negative effects on mental health, emphasizing the need for support and optimization in course design.While demographic factors may influence mental health, individual experiences and environments play crucial roles.The study underscores the importance of attending to students' psychological well-being in online teaching, suggesting strategies to enhance participation, provide support, and optimize course design.A proposed action plan addresses these findings, emphasizing the importance of stimulating engagement, designing high-quality course content, developing personalized learning plans, and further research in the field.University stakeholders are encouraged to stimulate competition in online learning, design high-quality course content, develop personalized learning plans, conduct further research, and implement the proposed action plan to strengthen support services for online learners and enhance the quality of online education.
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Jingwen Sa (2024) studied this question.
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