Embedding the Art of Happiness in Online Learning During Educational Disruptions

Abstract

The abrupt shift to online learning brought about by the pandemic has restricted several factors that contribute to student well-being and holistic development, which are typically fostered in face-to-face classroom settings. Many studies have been published regarding students’ perspectives on online learning amid the COVID-19 pandemic, but there remains a gap in exploring the art of happiness in online learning, particularly during educational disruption. Thus, this study was conducted to describe the levels of academic anxiety experienced by students, and their experiences while performing learning tasks that bring happiness, utilizing a convergent parallel mixed-method. Using a purposive sampling technique, 274 students served as respondents in this study. Survey results showed that two facets of academic anxiety—behavioral and social, were experienced by students at mild levels, while cognitive anxiety was experienced at moderate level. Thematic analysis revealed that students experienced authentic and meaningful learning experiences, increased positive emotions, and a sense of collective achievement. The results imply that teachers may develop teaching strategies that embed learning tasks or episodes that bring happiness.