Subject Site Usability to Student Well-Being and Burnout–Understanding the Pathway

A considerable amount of research has been conducted to learn about various factors contributing to student well-being and burnout, but there have been few studies that considered both individual and external factors together in understanding these in the context of online and blended learning. A moderated mediation model is used to understand the relationship between usability of E-learning sites with burnout and wellbeing through self control (SC), conscientiousness (C), and self-efficacy (SE) across learning modes- online and blended, among a sample of university students (N = 142). The participants completed an online survey hosted on Qualtrics and completed Conscientious subscales of the Big Five Inventory, Brief Self-Control Scale (B-SCS), General Self-Efficacy Scale (GSE), E-Learning Usability Scale for Higher Education (ELUSH), Satisfaction with life scale (SWLS) and Oldenburg Burnout Inventory (OLBI-student version), which provides scores on two scales, “exhaustion” and “disengagement”. Overall usability of E-learning sites was significantly associated with disengagement but not exhaustion. The mediation effect of self-control on association between site usability and two indicators of burnout (exhaustion and disengagement) was moderated by conscientiousness. No significant differences were observed for burnout and well-being scores across different learning modes. The study highlights the importance of usability of subject sites in preventing burnout thereby increasing learner well-being and has implications for the learning and teaching processes in schools and institutions.

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The Southeast Asian Conference on Education 2023

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2435-5240

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