Scoping Review of Self-Directed Online Learning, Public School Students’ Mental Health, and COVID-19 in Noting Positive Psychosocial Outcomes with Self-Initiated Learning

Abstract

During COVID-19, self-directed learning, contrasted with standardized learning, became a necessary and promoted learning method in public schools—one potentially supportive of mental health regularly in public schools through the use of online learning. This is important because negative mental health has been classified as a global crisis, with the highest and lowest student achievers recognized as at greatest risk. Therefore, the conditions under which public school students’ mental health has been improved, leading to positive psychosocial outcomes, are relevant. Studies have identified that positive psychosocial outcomes in this regard require self-initiation of students’ self-directed learning. Also necessary is a reduction in the standardized expectations of parents to lead to positive psychosocial outcomes. Unknown is what research identifies the relevance of both self-initiated self-directed online learning and a reduction in parental expectations of standardization. To investigate this, self-directed learning, online learning, mental health, public schools, and COVID-19 were keywords searched following PRISMA guidelines for scoping reviews. The result: few returns considered either factor and those that did reinforce the need for both. The conclusion: self-initiated self-directed online learning supported by public schools and parents should be central in the aim of reducing the mental health crisis in students post COVID-19.

Does Equine Interaction Facilitate Emotional Safety and Learning for College Students within an Agricultural-Based Classroom?

“…Although animal interaction has been documented to be useful within the educational environment for supporting an environment conducive to learning [7,26,38], research specific to equine interaction, whether it is direct or indirect, within the agriculturalbased college classroom has been limited as to whether the horse might be a valuable tool in creating an emotionally safe environment for learning. With the future of educational environments moving more towards e-learning [2,3,6], understanding the value of equine interaction and the effectiveness of indirect interaction can be useful in moving forward with curriculum development within the agricultural-based classroom.…”

“…This type of learning environment encourages the student to be confident to face new challenges and try something new during their learning process. Creating an emotionally safe learning environment within the college classroom, nevertheless, became challenged with the COVID-19 pandemic as college students moved from in-person to online learning [6]. Students were reported to feel disconnected from the learning process and a prevalence in inequality within education was observed as some students were left behind creating a sense of isolation [14].…”

“…Due to initial scores being well over the 60-point "ideal" score for emotional safety, this decrease in emotional safety scores within all categories of emotional safety indicates a potential development of an emotionally safe learning environment; thus, this trend holds promise for the potential of creating an educational environment conducive for learning through the indirect interaction of the horse. This is critical with the potential of virtual learning being a part of future course formatting within the educational environment [2][3][4]6]. In addition, the costs and labor associated with providing students with live interaction with the horse can be daunting for educators, and so, indirect interaction may be a viable option [21].…”

“…The challenge of converting agricultural-based coursework to an online learning platform while maintaining effective instructional delivery has been daunting for students as well [5]. While most colleges today have the option of online or in-person classroom environments, the trend towards a more prevalent online classroom formatting continues within academia even as we move into the post-COVID era [6].…”

Psychotherapy Incorporating Equine Interaction as a Complementary Therapeutic Intervention for Young Adults in a Residential Treatment Program during the COVID-19 Pandemic

“…While cognitive function was not directly measured, improvements in equine-related memory measured within the current study suggest the benefit of this form of physical activity on cognitive function. This is particularly important, as this improvement was seen during the COVID-19 pandemic when marked hinderance in learning within young adults was documented due to strains on mental health [53,54]. Interestingly, despite the risks of COVID-19 contraction [5] and the difficulties associated with the withdrawal process [47], trail riding was one of the most popular equine interactive activities for participants, and thus may be a driving force for treatment compliance and for longer stay in a residential program if this option is available.…”