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LEARNING MODE TRANSITIONS: EFFECTS ON STUDENT STRESS AND SOCIAL DYNAMICS
Authors
Madhumita,Dr. Dhiraj Shinde2
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Keywords
Student stress, social dynamics, traditional learning, hybrid learning, online learning, perceived stress scale, transitions within education, mental well-being, interaction frequency, and digital learning environments
Abstract
The present study investigated how these shifting modes of learning-from a physical classroom to hybrid and completely online-influence the level of perceived stress and group dynamics among students at institutions of higher education. Educational institutions are shifting toward flexible models of learning, and it is imperative that the psychological and social repercussions of such a shift are recognized. The quantitative design was followed, in which data from 250 students spanning most areas of academic disciplines were collected through standardized instruments like PSS, along with structured social interaction surveys. The results pointed out statistically significant alterations in the level of stress and patterns of social interaction across different learning modes. The findings indicated that traditional learning environments had more frequency of interaction and perceived social support, hence less stress. On one hand, hybrid learning offers moderate amounts of support but shows inconsistencies at the same time, which may influence students' sense of stability. Fully online learning, while giving convenience and flexibility, shows high levels of perceived stress at the same time, with low levels of peer interaction and bonding among peers. From the results, one can gauge that reduced face-to-face communication, fewer collaborative opportunities, and technological fatigue together drive the academic experiences of the students. It points to the fact that, as the institutions progress with scaling online learning, they should do so simultaneously by bringing into alignment comprehensive supportive mechanisms, ensuring good mental health and positive social interactions. Such skills of virtual peer-to-peer collaboration can be developed, psychological support services provided, and the online learning environment designed in a manner that can assure its being socially lively so as to lessen the levels of stress while enhancing group cohesion. Being more inclusive toward holistic student support is the means whereby educators will ensure learning is effective, inclusive, and psychosocially sustainable across all formats
IJCRT's Publication Details
Unique Identification Number - IJCRT2603596
Paper ID - 301744
Author type - Indian Author
Page Number(s) - f16-f34
Pubished in - Volume 14 | Issue 3 | March 2026
DOI (Digital Object Identifier) -
No Of Downloads - 35
Author Country - India, 466001, bhopal, bhopal, 466001, Social Science All
Publisher Name - IJPUBLICATION | www.ijcrt.org | ISSN : 2320-2882
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Madhumita,Dr. Dhiraj Shinde2, "LEARNING MODE TRANSITIONS: EFFECTS ON STUDENT STRESS AND SOCIAL DYNAMICS", International Journal of Creative Research Thoughts (IJCRT), ISSN:2320-2882, Volume.14, Issue 3, pp.f16-f34, March 2026, Available at :http://www.ijcrt.org/papers/IJCRT2603596.pdf
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ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
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ISSN: 2320-2882 Impact Factor: 7.97 and ISSN APPROVED Journal Starting Year (ESTD) : 2013
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