disengagement from the course. Thus, adopting a user-friendly learning environment and flexible online technical support is critical for intensive online courses in order to increase student retention and engagement. Beyond the need to overcome technological obstacles are the pressures of academic achievement, transitioning to university life and time management; all which benefit from the third pillar that is health and well-being support. These factors create increasing stress among students, both on- and offline (Robotham and Julian, 2006). University student cohorts have been found to have concerning rates of mental health issues (Andrews and Wilding, 2004; Bayram and Bilgel, 2008; Hjeltnes et al., 2015), and online student cohorts, particularly those adjusting to intensive study modes, face comparable challenges. In response, several efforts have been made by universities to support students and promote positive mental health and well-being in an attempt to combat increasing psychological distress (Regehr et al., 2013). One example is the effort to extend support programs to online students which are already available to on-campus students, such as personal counseling and career services (Dare et al., 2005; Lapadula, 2010). However, this solution often does not account for the many online students who are not in the required geographical district needed to access these services, in person or via phone. One potential solution to the geographical hurdle is for institutions to invest in online counseling or self-help services, to reach beyond their usual audience who utilize traditional face-to-face services (Tokatlidis et al., 2011). This option holds promise as a means of creating services with sufficient flexibility to allow access for students from a diverse range of locations. Another wide-reaching strategy demonstrating increasing efficacy among university students is mindfulness. In recent years, mindfulness—the practice of bringing attention to the present moment, non-judgementally—has substantially grown in popularity, particularly within education contexts where research has shown that mindfulness can benefit students experiencing high rates of psychological distress (Cavanagh et al., 2013). The efficacy of mindfulness-based practices within primary and secondary schools (Zenner et al., 2014), as well as at tertiary level (Regehr et al., 2013), has been well documented and shows promising results in improving resilience against common student-related stressors. The benefits of advancing technology has also seen an increasing number of online mindfulness programs rolled out, which have positive implications for the growing popularity of fully online tertiary courses (Sable, 2010). Yet despite this, the benefits of integrating online mindfulness-based practices into completely online courses is scarcely researched. The need for evidence-based interventions and prevention strategies is especially crucial given that literature suggests around 50% of university students experience significant levels of psychological distress while enrolled (Regehr et al., 2013). Provision of psychological services is made more difficult for online students who may not otherwise have access to any other form of mental health support (Lapadula, 2010). Therefore, more research is required into appropriate prevention and intervention strategies for high rates of distress among students involved in intensive online learning, given the added pressures they face with shorter course deadlines and being physically segregated from their peers. The last pillar required to support student success comes with prioritizing a sense of belongingness and community to any fully online cohort. Fostering open dialog between students, instructors, and their fellow classmates is essential to online learning which can 24
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