The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.
| Published in | Education Journal (Volume 12, Issue 3) |
| DOI | 10.11648/j.edu.20231203.12 |
| Page(s) | 92-98 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Digital Burnout, Digital Aging, Emotional Exhaustion
| [1] | Kemp, S. (2022, Jan. 26). Digital 2022: Global overview report. https://datareportal.com/ reports/digital-2022-global-overview-report |
| [2] | Johnson, J. (2020, Feb. 25). Negative effects of technology: What to know. https://www.medicalnewstoday.com/articles/negative-effects-of-technology |
| [3] | Khatatbeh, H., Pakai, A., Al-Dwaikat, T., Onchonga, D., Amer, F., Prémusz, V., & Oláh, A. (2022). Nurses' burnout and quality of life: A systematic review and critical analysis of measures used. Nursing Open, 9 (3), 1564–1574. https://doi.org/10.1002/nop2.936 |
| [4] | Sharma, M. K., Anand, N., Ahuja, S., Thakur, P. C., Mondal, I., Singh, P., Kohli, T., & Venkateshan, S. (2020). Digital burnout: COVID-19 lockdown mediates excessive technology use stress. World Social Psychiatry, 2, 171-172. https://www.worldsocpsychiatry.org/text.asp?2020/2/2/171/292110 |
| [5] | Goodman, K. (2021, Apr. 14). The rise of digital burnout. https://drkristygoodwin.com/the-rise-of-digital-burnout%E2%80%8B/ |
| [6] | Howie, E. K., Cannady, N., Messias, E. L. et al. Associations between physical activity, sleep, and self-reported health with burnout of medical students, faculty and staff in an academic health center. Sport Sci Health (2022). DOI: 10.1007/s11332-022-00902-7. |
| [7] | Scott, D. A., Valley, B. & Simecka, B. A. Mental Health Concerns in the Digital Age. International Journal Mental Health Addiction 15, 604–613 (2017). DOI: 10.1007/s11469-016-9684-0. |
| [8] | Institute for Quality and Efficiency in Health Care (2020, June, 18). Depression: What is burnout? National Library of Medicine. https://www.ncbi.nlm.nih.gov/books/NBK279286/ |
| [9] | Smith, M., Segal, J. & Robinson, L. (2022, Oct. 7). Burnout prevention and treatment. https://www.helpguide.org/articles/stress/burnout-prevention-and-recovery.htm |
| [10] | Erten, P. & Özdemir, O. (2020). The Digital Burnout Scale Development Study, Inonu University Journal of the Faculty of Education, 21 (2), 668-683. DOI: 10.17679/inuefd.597890. |
| [11] | Durmuş, S. C., Gülnar, E., & Özveren, H. (2021). Determining digital burnout in nursing students: A descriptive research study. Nurse Education Today, 111. DOI: 10.1016/j.nedt.2022.105300. |
| [12] | Koivuneva, K., & Ruokamo, H. (2022). Assessing university students’ study-related burnout and academic well-being in digital learning environments: A systematic literature review. Seminar.net 14 (1). DOI: 10.7577/seminar.4705. |
| [13] | Kumpikaitė-Valiūnienė, V., Aslan, I., Duobienė, J., Glińska, E., & Anandkumar, V., (2021). Influence of Digital Competence on Perceived Stress, Burnout and Well-Being Among Students Studying Online During the Covid-19 Lockdown: A 4-Country Perspective. Psychology Research and Behavior Management 14, 1483-1498. https://www.dovepress.com/influence-of-digital-competence-on-perceived-stress-burnout-and-well-b-peer-reviewed-fulltext-article-PRBM |
| [14] | Zis, P., Artemiadis, A., Bargiotas, P., Nteveros, A., & Hadjigeorgiou, G. (2021). Medical studies during the covid-19 pandemic: The impact of digital learning on medical students’ burnout and mental health. International Journal of Environmental Research and Public Health 18 (1). DOI: 10.3390/ijerph18010349. |
| [15] | Goldag, B. (2022). An investigation on the relationship between university students’ digital burnout levels and perceived stress level. Journal of Teaching and Learning in Digital Age, 7 (1), 90-98. https://dergipark.org.tr/en/pub/joltida |
| [16] | Eri, R., Gudimetla, P., Star, S., Rowlands, J., Girgla, A., To, L., Ki, F., Sochea, N., & Bindal, U. (2021) Digital resilience in higher education in response to COVID-19 pandemic: Student perceptions from Asia and Australia Journal of University Teaching amd Learning Practice, 18 (5), 108-134. DOI: 10.53761/1.18.5.7. |
| [17] | Maslach, C. (1998). A multidimensional theory of burnout. In C. L. Cooper (Ed.). Theories of organizational stress (pp. 68-85). Manchester, UK: Oxford University Press. |
| [18] | Aslan, I., & Bektaş, Ç. (2016). Analyzing Burnout Syndrome at Bingol University. In R. X. Thambusamy, M. Y. Minas, & Z. Bekirogullari (Eds.), Business & Economics - BE-ci 2016, vol 17. European Proceedings of Social and Behavioural Sciences (pp. 43-63). Future Academy. DOI: 10.15405/epsbs.2016.11.02.6. |
| [19] | Harris, P. A., Taylor, R., Thielke, R., Payne, J., Gonzalez, N., & Conde, J. G. Research electronic data capture (REDCap) – A metadata-driven methodology and workflow process for providing translational research informatics support, J Biomed Inform. 2009 Apr; 42 (2): 377-81. |
| [20] | Czaja, S. J., Charness, N., Fisk, A. D., Hertzog, C., Nair, S. N., Rogers, W. A., & Sharit, J. (2006) Factors predicting the use of technology: findings from the Center for Research and Education on Aging and Technology Enhancement (CREATE). Psychology of Aging. 21 (2): 333-52. DOI: 10.1037/0882-7974.21.2.333. |
APA Style
Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. (2023). Digital Experience Among Faculty and Students in One Midwest University. Education Journal, 12(3), 92-98. https://doi.org/10.11648/j.edu.20231203.12
ACS Style
Deanna Gower; Melissa Kachaturoff; Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ. J. 2023, 12(3), 92-98. doi: 10.11648/j.edu.20231203.12
AMA Style
Deanna Gower, Melissa Kachaturoff, Meriam Caboral-Stevens. Digital Experience Among Faculty and Students in One Midwest University. Educ J. 2023;12(3):92-98. doi: 10.11648/j.edu.20231203.12
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.edu.20231203.12,
author = {Deanna Gower and Melissa Kachaturoff and Meriam Caboral-Stevens},
title = {Digital Experience Among Faculty and Students in One Midwest University},
journal = {Education Journal},
volume = {12},
number = {3},
pages = {92-98},
doi = {10.11648/j.edu.20231203.12},
url = {https://doi.org/10.11648/j.edu.20231203.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20231203.12},
abstract = {The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology.},
year = {2023}
}
TY - JOUR T1 - Digital Experience Among Faculty and Students in One Midwest University AU - Deanna Gower AU - Melissa Kachaturoff AU - Meriam Caboral-Stevens Y1 - 2023/05/29 PY - 2023 N1 - https://doi.org/10.11648/j.edu.20231203.12 DO - 10.11648/j.edu.20231203.12 T2 - Education Journal JF - Education Journal JO - Education Journal SP - 92 EP - 98 PB - Science Publishing Group SN - 2327-2619 UR - https://doi.org/10.11648/j.edu.20231203.12 AB - The coronavirus (COVID-19) pandemic shifted the daily operations of society from in-person to a digital environment. While connectivity has innumerable benefits, research is revealing the negative effects of hyperconnectivity on mental health. Digital burnout appears to be the cost for this advancement. Students and faculty members are mostly impacted with digital burnout. The purposes of this project were to 1) to compare digital device usage before and during the pandemic between faculty and students, 2) examine digital competencies, digital burnout, and digital resilience between faculty and students from one Midwest university. A descriptive, cross-sectional study design was conducted. A convenience sample of faculty and students from the all programs at our university were surveyed. A Digital Experience Scale was adapted by the researchers to evaluate digital usage, level of confidence, and level of digital resilience in adapting to digital technology. The 24-item Digital Burnout Scale (DBS) was also used to assess digital burnout. The DBS measures three subscales – digital aging, digital deprivation, and emotional exhaustion. The total score ranges from 24 to 120, with higher scores indicating higher levels of digital burnout. The survey was administered via RedCap. IRB was submitted and was granted exempt status. Data from 194 respondents were included in analysis. Cohort was comprised mostly of students (80%), 76% females, 83% whites and 72% were undergraduate students. The overall mean age was 33.8 (SD=14.7). There was a significant difference in age between faculty and students. Cohort reported above average and very high ability in use of technology. The overall mean DBS score of all participants was 64.7 (SD=19.2). The mean “digital aging”, “digital deprivation”, and “emotional exhaustion” subscale scores of 33.8 (SD=10.7), 16.1 (SD=5.7), and 15.0 (SD=5.6), respectively. There were significant differences in the total scores and three subscales between faculty and students. Both faculty and students were able to adapt the use of technology during the pandemic. The study showed that faculty and students at a Midwestern University have above-average digital burnout levels; however, they were able to adapt to the use of technology. VL - 12 IS - 3 ER -
Information
Email: