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Remote Learning Fatigue Student Adaptation and Academic Performance in The Digital Age

The paper analyzes the impact of remote learning on student engagement and academic performance due to the COVID-19 pandemic, highlighting increased fatigue and a decline in GPA. Survey data from undergraduate students indicates significant challenges such as difficulty focusing and feelings of social isolation. The author suggests that educational institutions should adopt a hybrid model and implement strategies to enhance mental health and learning retention.

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10 views2 pages

Remote Learning Fatigue Student Adaptation and Academic Performance in The Digital Age

The paper analyzes the impact of remote learning on student engagement and academic performance due to the COVID-19 pandemic, highlighting increased fatigue and a decline in GPA. Survey data from undergraduate students indicates significant challenges such as difficulty focusing and feelings of social isolation. The author suggests that educational institutions should adopt a hybrid model and implement strategies to enhance mental health and learning retention.

Uploaded by

mevorach.or
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Title: Remote Learning Fatigue: Student Adaptation and Academic Performance in the

Digital Age

Author: Natalie R. Kim


Institution: Eastbrook School of Education and Human Development
Date: January 2021

Abstract:
The sudden transition to remote learning disrupted traditional education models, affecting
students' mental stamina, engagement, and academic success. This paper examines how
prolonged screen exposure and the lack of physical classroom structure led to a
measurable decline in student performance and increased burnout. Survey data from
university students and faculty provide insight into adaptive behaviors and coping
strategies.

Keywords: Remote learning, digital fatigue, student performance, virtual classrooms,


education reform

Introduction:
In 2020, schools and universities worldwide shifted to remote learning models in response
to the COVID-19 pandemic. While initially seen as a necessary and temporary solution, the
extended reliance on virtual classrooms introduced a new set of psychological and
academic challenges.

Background & Literature Review:


Recent studies (Muilenburg & Berge, 2005; Hodges et al., 2020) suggest that while
technology-enabled learning increases access, it also decreases accountability and leads
to attention fatigue. This paper focuses on those consequences, particularly for
undergraduate students aged 18–24.

Methodology:
A digital questionnaire was distributed to 300 undergraduate students across four
universities. Metrics included hours spent in virtual classes, GPA fluctuations, and self-
reported levels of fatigue and motivation. Faculty interviews supplemented the data.

Results:

• 64% of students reported increased difficulty focusing during virtual lectures.

• Average GPA dropped by 0.3 points during remote semesters.

• 49% cited social isolation as a major contributor to academic disengagement.


Discussion:
Lack of real-time feedback and physical presence significantly reduced learning retention.
Although some students developed coping mechanisms like scheduled breaks and task
batching, the long-term sustainability of such habits remains unclear.

Conclusion:
Institutions must rethink digital learning design. Shorter sessions, interactive elements,
and mental health resources are critical to future-proofing education. A hybrid model
combining the flexibility of online learning with the structure of in-person teaching may
offer the most balanced path forward.

References:

• Hodges, C. et al. (2020). The difference between emergency remote teaching and
online learning. Educause Review.

• Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning. Distance
Education, 26(1), 29–48.

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