Digital Well-Being

Main Article Content

Rehan Ahmed Khan

Abstract

Educational Institutions across the world have shifted from
campus-based teaching and learning to online system of delivery
of education. During this transition phase, much emphasis has
been laid on the administrative and technological aspects of the
online teaching and learning. This includes resource building,
faculty development, online student engagement and training.
Importance has also been given to the challenges of online
assessment which includes but is not limited to online cheating,
implementation of online proctoring, and assessment of clinical
skills. However, in this process, one of the aspects that has not
been given due diligence is the digital wellbeing of the end users
i.e., teachers and students.
A new system of teaching and learning with its share of
challenges puts stress both for students and teachers and affects
their well-being. Well-being is more than just being happy. As
well as feeling happy, well-being means developing as a
person, being satisfied, and making a contribution to the
community (Dodge & Huyton). The digital wellbeing takes
into consideration the effect of technologies and digital services
on people’s mental, physical, and emotional health. It means
understanding and identifying the positive and negative impacts
of engaging with digital activities and being aware of ways to
manage and control these to improve wellbeing (Shah, A., 2019).
To ensure the well-beings of the teachers and students,
the enhancement of well-being should be planned by the
institutions for short-, mid- and long-term durations. To do
this, the institutions should consider the challenges faced by
the teachers and students in using the technology to teach and
learn, respectively. Institutional leaders should be aware of the
pros and cons of the online teaching and learning.
To ensure digital well-being, the process of using technology has
to be simple and friendly. It requires training of both teachers
and students, selection of user-friendly applications, effectively
engaging students in online sessions (Khan, Atta, Sajjad, &
Jawaid, 2021), managing technology enhanced assessment,
listening to the issue of teachers and students. If this is not
done in an effective manner, the results would be catastrophic
resulting into disinterest in the delivery and acquisition of
knowledge. This would also cause extra stress and burden for
students who will end with more extrinsic and cognitive load
and less germane load.
Apart from the institutional level, it is important to manage
digital well-being at the personal level as well. The time spent
on technology should be effectively balanced. Derive more
output in lesser time (Gazzaley, & Samuel, 20121). Minimize
the distractions and take adequate breaks and find time for your
family (Allen, & Bhuyan, 2021). Monitor the time spent on using
the technology (Samuel, & Gazzaley, 2021). This can be done
manually. However, applications are available that automatically
monitor the technology usage. Daily or weekly reflections on use
of technology and how it affects your mental and physical health
can be helpful in attaining digital well-being.
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Editorials