Difficulty in balancing academic activities with field practices

Oct 13, 2025 by magicalceylontours.com 147 views

Introduction

The COVID-19 pandemic has forced universities across Indonesia, including the University of North Sumatra (USU), to transition to online lectures as a solution to reduce the spread of the virus. While this transition has presented new challenges for students, it has also highlighted the need for a more effective and sustainable online learning system. This article aims to analyze the mental workload and stress causing factors experienced by industrial engineering students at USU during online lectures, and to propose solutions to mitigate these challenges.

Background

Research has shown that USU industrial engineering students experience high mental workload during online lectures. The mental workload scores obtained indicate that students and students' assistants experience "very high" mental workload, while students and practitioners experience "high" mental workload. This high mental workload is triggered by various factors, including:

Student-Related Factors

Unstable internet network: The main obstacle in following online lectures is the unstable internet network, which results in difficulties in accessing lecture material, late in doing assignments, and the interruption of communication with lecturers.
Burden of assignments: The burden of assignments given is too much, as well as learning systems that do not go in two-way, are the main causes of stress. The learning system that is not interactive causes students to find it difficult to understand the material and get feedback from the lecturer.

Student and Assistants-Related Factors

Burden of assignments: The burden of assignments given is too much, as well as learning systems that do not go in two-way, are the main causes of stress. The learning system that is not interactive causes students to find it difficult to understand the material and get feedback from the lecturer.
Difficulty in balancing academic activities with field practices: Too much assignment burden is also a major problem for students and practitioners. They find it difficult to balance academic activities with field practices that are also done online.

Student and Practitioners-Related Factors

Burden of assignments: Too much assignment burden is also a major problem for students and practitioners. They find it difficult to balance academic activities with field practices that are also done online.

Challenges and Solutions

The condition of high mental workload and stress experienced by USU industrial engineering students during online lectures shows the need for serious attention from the university to improve the online learning system. Some steps that can be taken to reduce the mental workload and stress of students, among others:

Improving Internet Infrastructure

Ensuring stable and high-quality internet access: Ensuring stable and high-quality internet access for all students, both on campus and at home.
Providing training and support: Providing special training to students and assistants regarding the use of online learning platforms, as well as providing psychological support to help them overcome stress.

Adjusting the Assignment Load

Evaluating the assignment load given: Evaluating the assignment load given and adjusting it to the ability of students to attend online lectures.
Providing feedback and support: Providing feedback and support to students to help them understand the material and complete assignments.

Increasing Interaction and Communication

Applying a more interactive learning system: Applying a more interactive learning system and allowing students to discuss and ask lecturers more easily.
Providing opportunities for feedback and discussion: Providing opportunities for feedback and discussion between students and lecturers.

Providing Training and Support

Providing special training: Providing special training to students and assistants regarding the use of online learning platforms.
Providing psychological support: Providing psychological support to help students overcome stress and anxiety.

Conclusion

By taking these steps, USU industrial engineering can create a more effective and sustainable online learning system, as well as help students to reduce the workload of mental and stress encountered during the pandemic. This is important to ensure the success of online lectures and support students to achieve their academic goals.

Recommendations

Based on the analysis of mental workload and stress causing factors experienced by USU industrial engineering students during online lectures, the following recommendations are made:

USU should improve the internet infrastructure: USU should ensure stable and high-quality internet access for all students, both on campus and at home.
USU should adjust the assignment load: USU should evaluate the assignment load given and adjust it to the ability of students to attend online lectures.
USU should increase interaction and communication: USU should apply a more interactive learning system and provide opportunities for feedback and discussion between students and lecturers.
USU should provide training and support: USU should provide special training to students and assistants regarding the use of online learning platforms, as well as provide psychological support to help students overcome stress.

By implementing these recommendations, USU can create a more effective and sustainable online learning system that supports the academic success of its students.

Q: What is mental workload and how does it affect students?

A: Mental workload refers to the amount of mental effort required to perform a task. In the context of online lectures, high mental workload can lead to stress, anxiety, and decreased motivation among students. This can negatively impact their academic performance and overall well-being.

Q: What are the main causes of mental workload and stress among USU industrial engineering students?

A: The main causes of mental workload and stress among USU industrial engineering students include unstable internet network, burden of assignments, and difficulty in balancing academic activities with field practices.

Q: How can USU improve the online learning system to reduce mental workload and stress among students?

A: USU can improve the online learning system by ensuring stable and high-quality internet access, adjusting the assignment load to the ability of students, applying a more interactive learning system, and providing opportunities for feedback and discussion between students and lecturers.

Q: What role can lecturers play in reducing mental workload and stress among students?

A: Lecturers can play a significant role in reducing mental workload and stress among students by providing clear and concise instructions, offering regular feedback and support, and creating a more interactive and engaging learning environment.

Q: How can students manage their mental workload and stress during online lectures?

A: Students can manage their mental workload and stress during online lectures by setting clear goals and priorities, breaking down tasks into manageable chunks, and taking regular breaks to relax and recharge.

Q: What support systems are available to help students manage their mental workload and stress?

A: USU has a range of support systems available to help students manage their mental workload and stress, including counseling services, academic support services, and online resources and tools.

Q: How can USU measure the effectiveness of its online learning system in reducing mental workload and stress among students?

A: USU can measure the effectiveness of its online learning system in reducing mental workload and stress among students by conducting regular surveys and assessments, analyzing student feedback and performance data, and monitoring student engagement and participation.

Q: What are the long-term benefits of reducing mental workload and stress among USU industrial engineering students?

A: The long-term benefits of reducing mental workload and stress among USU industrial engineering students include improved academic performance, increased motivation and engagement, and better overall well-being and quality of life.

Q: How can USU industrial engineering students get involved in improving the online learning system?

A: USU industrial engineering students can get involved in improving the online learning system by providing feedback and suggestions, participating in focus groups and surveys, and volunteering to help develop and implement new online learning initiatives.

Q: What are the next steps for USU in improving the online learning system?

A: The next steps for USU in improving the online learning system include implementing the recommendations outlined in this report, conducting regular evaluations and assessments, and continuing to engage with students and staff to identify areas for improvement.

By addressing the mental workload and stress causing factors experienced by USU industrial engineering students during online lectures, USU can create a more effective and sustainable online learning system that supports the academic success and well-being of its students.