Online education has, in recent years, become an essential part of modern life—not only as a practical solution for working individuals but also as an opportunity for personal growth, career change, and lifelong learning. But what does the life of an online student really look like, one who is simultaneously balancing professional work, study obligations, and private life? This question is answered by a study conducted at DOBA Faculty between October and December 2024. The research included 507 students from Slovenia and Croatia, enrolled in online undergraduate and graduate study programs. We examined how students navigate their daily obligations and how this affects their mental health and overall well-being.
Many online students are not typical students. They don't live in dormitories, don't attend lectures in person, and don't spend their evenings in libraries. Their reality looks quite different: working from 8 to 4, picking up kids from school, preparing lunch, perhaps attending an evening meeting—and then studying late into the night. One research participant, a 39-year-old HR manager and mother of two, described her day like this:
'My alarm goes off at 5:30. The morning is my time—it's when I study. During the day, I'm a mom, a manager, and the household organizer. In the evening, I return to assignments. Online study gives me a chance, but it requires discipline. It’s not easy, but it’s worth it.'
Her example is not unique. Online study at DOBA Faculty offers exceptional flexibility, which is essential for working individuals. But this flexibility also demands a high level of self-motivation, strong organizational skills, and internal stability.
The study showed that students who successfully balance various roles report higher well-being, fewer feelings of stress, and greater satisfaction with their studies. Key contributing factors were personality traits such as psychological resilience, emotional intelligence, and the ability to set boundaries. Interestingly, students with children—especially those with two—reported higher levels of mental health than those without. Possibly because the parental role brings structure, routine, and a sense of purpose. Family obligations can act as a stabilizing factor that keeps individuals going even during challenging periods. Students in leadership positions also proved to be particularly resilient—these individuals more frequently reported a stronger sense of control over their lives and higher satisfaction with both work and study.
The data revealed a clear divide: on one side were well-adapted students who managed to balance all responsibilities successfully, and on the other, students experiencing higher levels of stress, who more often expressed the need for additional support. Those in the second group frequently reported feelings of loneliness, lack of motivation, and burnout. The reasons lie not only in personal traits but also in systemic factors such as access to support, expectations within the study process, and opportunities to connect with other students.
A comparison between Slovenian and Croatian students revealed significant differences in how they experience studying and workload. Croatian students more frequently reported higher work-related pressures, pointing to cultural and organizational characteristics that influence the balance between life domains. These differences indicate the need for locally adapted approaches that take into account the specific circumstances of students in each country.
Based on the research, we formulated several concrete recommendations that can help both students and educational institutions:
The research results are relevant not only for DOBA Faculty but also more broadly—for all involved in developing quality online education. The findings show that students need more than just access to materials and lectures—they need community, understanding, structured support, and opportunities for personal growth. Online study is a marathon, not a sprint. With all the support mechanisms available at DOBA Faculty, the path to the goal can be not only achievable but also fulfilling and transformative.
