THE IMPACT OF DISTANCE LEARNING ON THE HEALTH OF SCHOOLCHILDREN
- Authors: Razuvaeva Y.1, Didenko A.V.1
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Affiliations:
- Voronezh State Medical University
- Issue: Vol 11 (2022): Materials of the XVIII International Burdenkov Scientific Conference on April 14-16, 2022
- Pages: 87-90
- Section: Влияние факторов внешней среды на здоровье человека
- URL: https://new.vestnik-surgery.com/index.php/2415-7805/article/view/7127
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Abstract
Distance learning has become an integral part of the education of modern schoolchildren due to the epidemic situation. The online learning format has its advantages: comfort, accessibility, individual approach, an increase in the duration of a night's sleep, an increase in academic performance and, as a result, an increase in motivation to study. But distance learning can also have a negative impact on the health of students: spending time at an electronic monitor increases 4-5 times, which entails a load on the visual apparatus, the musculoskeletal system, leads to sleep disorders, increased physical and mental fatigue. There is a violation of metabolic processes and a decrease in the body's resistance to infectious agents, which leads to increased access to doctors and a waste of health resources. 114 schoolchildren took part in our study. A quarter of schoolchildren noted a deterioration in their health. There was a significant decrease in motor activity, an increase in BMI, an increase in complaints of headaches, a decrease in visual acuity. 17% of schoolchildren believe that their health has improved. It is impossible not to note an increase in the duration of night sleep and an improvement in academic performance, which can have a positive effect on psychological health. Distance learning undoubtedly has both its positive features and a negative impact on the health of schoolchildren. To reduce the negative impact of online learning on the health of students, it is necessary to develop hygienic preventive measures in the current situation.
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Relevance. The epidemic of a new coronavirus infection has led to various transformations in all spheres of life, and the consequences of these changes have not spared the educational process. At the moment, distance learning has become an integral part of the education of modern schoolchildren. Due to the growing demand for distance learning, it is important to know the advantages and disadvantages of online education [1]. The undoubted advantages of distance learning are accessibility, openness, adaptability, flexibility and the individual nature of education [2]. But at the same time, online learning can negatively affect the health of the student. With the transition to the remote format, the time spent at the electronic monitor is forced to increase 4-5 times: from 2-4 hours to 8-10 hours a day, which entails a load on the visual apparatus, the musculoskeletal system. Decreased visual acuity, dry eye syndrome, lacrimation is observed in every tenth student. Stagnant phenomena in the pelvis lead to dysmenorrhea in adolescent girls [3]. Eating disorders, physical inactivity during online training lead to obesity, overweight, decreased strength and endurance. Prolonged stay at the monitor leads to sleep disorders, increased physical and mental fatigue, and further to disruption of metabolic processes and a decrease in the body's resistance to infectious agents [4].
Objective: to assess the impact of distance learning on the health of schoolchildren
Materials and methods of research: an online survey of 114 schoolchildren from 7th to 10th grade was conducted on the basis of the Moscow State Educational Institution "Nikolskaya SOSH". We have developed a questionnaire that included 36 questions to assess the health status of students. The questions were answered by the students themselves. The parameters of physical development, the frequency of visits to doctors, diet, sleep duration, motor activity were evaluated. The parameters were evaluated before distance learning and during online education. The survey of students was conducted in the period from September to December 2021, the period of distance learning from January to April 2021 was estimated. Physical development was assessed by the method of sigma deviations according to WHO standards using computer programs WHO AnthroPlus. Methods of nonparametric statistics were used to analyze the data obtained.
The results of the study. 67 girls and 47 boys took part in the survey. The average age of the respondents was 16 [14;17] years. With distance learning, the number of personal communications decreases, the skills of building social connections deteriorate, and the load on the student's psyche increases. 33.3% of the respondents fully adapted to distance learning and felt comfortable, 50.4% experienced difficulties and 16.2% noted that full-time education is preferable for them and online education causes great difficulties. 44.6% of students assessed their desire to study during distance learning unchanged relative to full-time education, 27.7% noted that motivation to study increased and 27.7% believe that it decreased. 48.2% of students improved their academic performance during online learning, 42% did not change, and 9.8% of students decreased. According to 49.8% of schoolchildren, their health status during distance learning has remained unchanged, 23.2% have worsened, and 17% of students note positive changes in their health status. Among the numerous conditions that provide the necessary level of physical, psychological and harmonious development of children is the organization of the daily routine. The diet during distance education has not changed in 42% of schoolchildren, 31.2% of respondents began to eat irregularly and irrationally, resort to frequent snacks, and 26.8% of respondents noted that during online training they began to eat more rationally and regularly, as they spend more time at home. In addition to a properly organized school schedule and a balanced diet, the amount and quality of sleep have a significant impact on their health. The norm of night sleep for students, depending on age, averages 8-10 hours [5]. Before the introduction of distance learning, the duration of night sleep for the respondents was less than 6 hours for 35.7% of students, 6-8 hours - 43.8%, and only 20.5% of respondents observed the hygienic sleep norm. During online training, 12.6% of schoolchildren slept less than 6 hours a day, 47.3% - 6-8 hours, 40.1% - 8-10 hours. One of the important factors of harmonious physical development of children is sufficient motor activity. According to the recommendations of the World Health Organization on physical activity for health, the norm of daily exercise for persons aged 5-17 years should be at least 60 minutes a day [6]. Before distance learning, 18.8% of children spent 60 minutes daily on physical exercises and sports, 28.6% 2 times a week for an hour, 8% 2 times a week for 2 hours, and 4.6% of schoolchildren had no additional motor activity. 16.1% of students engaged in 60 minutes of physical activity every day during distance learning, a quarter of respondents (25%) did 60 minutes twice a week, 8% did 120 minutes twice a week, and half of schoolchildren (50.9%) did not engage in additional physical exercises and sports. Now every mobile phone and fitness bracelet has a pedometer that allows you to track the number of steps taken per day. 10,000 steps equates to 7-8 km of distance traveled, depending on the length of the step. Before distance learning, 10,000 steps and more than 29.5% of respondents passed, 6000-10000 steps – 13.4%, 3000-6000 steps – 32.1%, 1000-3000 steps – a quarter of schoolchildren. During distance learning, only 16.4% of respondents took 10,000 steps or more, 13.6% - 6000-10000 steps, 27.3% - 3000-6000 steps and 42.7% - 1000-3000 steps. A long time spent at the computer, a sedentary lifestyle, a violation of the daily routine and nutrition can lead to an increase in body weight. A comparative analysis of the body mass index (BMI) before and after distance learning was carried out. The average BMI before online training was 19.61 [18.06;21.23], and after the distance learning period 20.14 [18.48;22.45], p<0.05. When assessing physical development using the WHO AnthroPlus SDS computer program, the BMI before distance learning averaged -0.26 [-0.83;0.5], when after it was 0.03 [-0.54;0.59]. The revealed difference is significant (p<0.05). 61.6% of students applied for medical help during online training, 16.8% of them due to acute respiratory illness, COVID-19 - 7.5%, exacerbation of allergic disease – 7.5%, gastrointestinal tract diseases – 10.3%, ophthalmological disorders - 12.1%, endocrine diseases – 3.7%, diseases of ENT organs – 3.7%. When assessing the time spent at an electronic monitor during full-time education, it was revealed that the majority of respondents (36.4%) worked at a computer for up to 2 hours a day, 29.1% - 2-4 hours, 24.5% - 4-6 hours and more than 6 hours - 10% of respondents. During distance learning, the majority of students (40.2%) spent more than 6 hours at an electronic monitor, 34.8% - 4-6 hours, 15.2% - 2-4 hours, and only 9.8% of respondents spent up to 2 hours a day. Most of all, during distance learning, there is a load on the visual apparatus: 17.9% of students note a decrease in visual acuity, a quarter of respondents (25%) complain of discomfort in the eyes (dryness, lacrimation, redness). The survey revealed that headaches bother 83% of respondents, while 19.6% of students complain of daily headaches. Almost a quarter of schoolchildren (23.2%) note an increase in headaches during distance learning. Abdominal pains that interfere with daily activity and working capacity are noted in 63.1% of students, while during distance learning they became more frequent in 5.4% of respondents, became less frequent in 9%, the frequency of pain did not change in 45.9% of children.
Discussion. In general, the results of the study are compared with the literature data. Distance learning can have a negative impact on the health of schoolchildren: due to an increase in the duration of being at the monitor, a decrease in motor activity, an increase in body mass index, a decrease in visual acuity, and complaints of lacrimation, redness and dry eyes appear. When reviewing the literature data, almost all studies show a decrease in the duration of night sleep during distance learning among schoolchildren. But the analysis of our data also revealed an increase in nighttime sleep.
Conclusion. Distance learning undoubtedly has positive aspects. Almost half of the students have increased academic performance, which can have a positive effect on their psychological state. Before distance learning, only 20.5% of schoolchildren observed the hygienic norm for the duration of night sleep, and while studying from home, this indicator increased by 2 times and amounted to 40.1%. It is impossible to say about the negative sides. Students' motor activity decreased 5 times: 4.6% did not exercise before distance learning, while while studying from home, this indicator increased to 50.9%. Only 10% of respondents spent more than 6 hours at the computer during full-time training, during distance education the indicator increased 4 times and is 40.2%. Accordingly, BMI and SDS BMI significantly increased (p<0.05). During the online training, complaints of headaches, abdominal pain, decreased vision and discomfort in the eyes became significantly more frequent.
Based on the above, it can be concluded that distance learning can have a negative impact on the health of schoolchildren and the development of hygienic preventive measures is necessary to reduce the negative impact.
About the authors
Yuliya Razuvaeva
Voronezh State Medical University
Author for correspondence.
Email: peshkovayusya@yandex.ru
ORCID iD: 0000-0003-2410-4544
SPIN-code: 8204-6178
Кафедра факультетской и паллиативной педиатрии
ассистент
Alena V. Didenko
Voronezh State Medical University
Email: alna.didenko.4@mail.ru
ORCID iD: 0000-0001-6098-4898
ученица
Russian FederationReferences
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