When synchronous online learning goes wrong: using humor to cope and to build resilience

ABSTRACT

Using the Transactional Theory of Emotion and Coping (TTEC), this study examined college students’ (N = 159) use of humor to cope with stressors in synchronous online courses. Participants viewed hypothetical scenarios detailing a common online stressor, and reported on humor to cope, anxiety, anger, and academic resilience. Humor to cope was a significant negative predictor of both anxiety and anger and a significant positive predictor of academic resilience. These results support humor as an effective coping strategy for reducing negative emotions and promoting the ability to overcome obstacles and adversity when faced with online learning stressors.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Brandi N. Frisby

Brandi N. Frisby (Ph.D., West Virginia University) is Acting Dean and Professor in the College of Communication and Information at University of Kentucky.

Robert J. Sidelinger

Robert J. Sidelinger (Ed.D., West Virginia University) is Professor in the Department of Communication, Journalism, and Public Relations at Oakland University.

Nicholas T. Tatum

Nicholas T. Tatum (Ph.D., University of Kentucky) is Assistant Professor in Residence in the Department of Communication Studies at University of Nevada, Las Vegas.

Audra L. McMullen

Audra L. McMullen (Ph.D. Ohio University) is a Professor in the Communication Studies Department at Towson University, Maryland.