Decreased sympathetic cardiovascular influences and hormone‐physiological changes in response to Covid‐19‐related adaptations under different learning environments

To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identifi...

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Published in:Anatomical sciences education 2022-08, Vol.15 (5), p.811-826
Main Authors: Gellisch, Morris, Wolf, Oliver T., Minkley, Nina, Kirchner, Wolfgang H., Brüne, Martin, Brand‐Saberi, Beate
Format: Article
Language:English
Subjects:
Anxiety
Biochemistry
Biology
Control Groups
cortisol
COVID-19
Distance learning
Educational Environment
Electronic Learning
Emotional Response
face‐to‐face teaching
heart rate variability
Histology
histology education
Hormones
Human Body
In Person Learning
learning environments
medical education
Medical Students
microscopic anatomy education
online teaching
Pandemics
Physiology
Psychological Patterns
Psychophysiology
stress
Stress Variables
undergraduate education
Videoconferencing
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Summary:To examine the implications of the transition from face‐to‐face to online learning from a psychobiological perspective, this study investigated potential differences in physiological stress parameters of students engaged in online or face‐to‐face learning and determined whether these can be identified as possible mediators between learning experience and achievement emotions. In a randomized experimental field study, medical students (n = 82) attended either regular face‐to‐face classes of the microscopic anatomy course or the same practical course online using Zoom videoconferencing platform. The present study investigated Heart Rate Variability (HRV) and salivary cortisol concentration as stress correlates, within the contexts of online and face‐to‐face learning and compared these parameters with a control group that was measured at rest. Additionally, participants completed a standardized questionnaire about their experienced emotions in relation to task achievement and subjective stress levels. A significant reduction in HRV was found in face‐to‐face learning, suggesting stronger stress responses in the face‐to‐face learning environment (η2 = 0.421, P 
ISSN:1935-9772
1935-9780
DOI:10.1002/ase.2213