{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,11]],"date-time":"2025-10-11T01:54:15Z","timestamp":1760147655840,"version":"build-2065373602"},"reference-count":30,"publisher":"MDPI AG","issue":"4","license":[{"start":{"date-parts":[[2023,2,20]],"date-time":"2023-02-20T00:00:00Z","timestamp":1676851200000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sustainability"],"abstract":"<jats:p>COVID-19 rapidly and extensively changed the normal everyday practices of societies, and there is no going back to the past. Universities also had to adapt and re-establish their normal routines, from policies to practices. In this article, we explore university students\u2019 experiences of web-based learning, their well-being, and engagement during the pandemic. As a theoretical framework, we use the concept of the university student engagement inventory (USEI), which includes behavioral, cognitive, and emotional dimensions. The data were collected during the COVID-19 pandemic from university students (N = 35) via an online survey and analyzed using a thematic content analysis. According to the results, university students experienced well-designed and pedagogically implemented web-based learning, teaching and guidance to enhance their own learning, well-being, and engagement in their studies. This suggests that web-based solutions for academic learning are justified but need to consider a range of well-being and engagement factors. What is still needed are innovative solutions that are pedagogically justifiable and consider the digital and human dimensions sustainably.<\/jats:p>","DOI":"10.3390\/su15043838","type":"journal-article","created":{"date-parts":[[2023,2,20]],"date-time":"2023-02-20T05:57:52Z","timestamp":1676872672000},"page":"3838","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":5,"title":["Developing Students Well-Being and Engagement in Higher Education during COVID-19\u2014A Case Study of Web-Based Learning in Finland"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7968-705X","authenticated-orcid":false,"given":"Minna","family":"Maunula","sequence":"first","affiliation":[{"name":"Kokkola University Consortium Chydenius, University of Jyv\u00e4skyl\u00e4, 67701 Kokkola, Finland"}]},{"given":"Minna","family":"Maunum\u00e4ki","sequence":"additional","affiliation":[{"name":"Open University, University of Jyv\u00e4skyl\u00e4, 40014 Jyv\u00e4skyl\u00e4, Finland"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9214-5378","authenticated-orcid":false,"given":"Jo\u00e3o","family":"Mar\u00f4co","sequence":"additional","affiliation":[{"name":"William James Centre for Research, ISPA\u2014Instituto Universit\u00e1rio, 1149-041 Lisbon, Portugal"}]},{"given":"Heidi","family":"Harju-Luukkainen","sequence":"additional","affiliation":[{"name":"Kokkola University Consortium Chydenius, University of Jyv\u00e4skyl\u00e4, 67701 Kokkola, Finland"}]}],"member":"1968","published-online":{"date-parts":[[2023,2,20]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"299","DOI":"10.1007\/s11218-021-09612-3","article-title":"The impact of COVID-19 triggered changes to instruction and assessment on university students\u2019 self-reported motivation, engagement and perceptions","volume":"24","author":"Daniels","year":"2021","journal-title":"Soc. 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