ONLINE LEARNING ERGONOMICS

Abstract

Online learning and examinations have become inevitable post-pandemic and a new normal has been seen globally. Virtual learning (VL) is a relatively new model that has grown pervasively in our academic life. The paradigm shift (face-to-face to virtual learning) is inevitable as VLEs like Google Meet, Zoom, Microsoft Teams, Google Classroom, and Skype are realized, but without apprehensions about lacking appropriate experimental and experiential support. Most importantly, the "ergonomics" element influences the health of the stakeholders, particularly kids. Previous research shows the need to address online ergonomic concerns. With the realization of a set of relevant, prescriptive, evidence-based, and adaptive recommendations, a review and research survey were performed. Thus, to address the issue at hand, we developed a sizable set of ergonomic guidelines and proposed a series of recommendations as derived from the study. The set of pertinent ergonomic guidelines covers and caters to each of the identified actors (contents, surrounding environment, the learners) regarding cognitive, psychomotor, and affective domains of learning. We highly anticipate that contextual adaptation of these guidelines by online learners will be useful from several perspectives and valuable implications.