Student and instructor perceptions of engagement after the rapid online transition of teaching due to COVID‐19

Abstract

Abstract Engagement involves students’ investment in learning activities, as well as interrelated affective (emotive responses), behavioral (active responses), and cognitive (mental effort) components. This study assessed undergraduate student and instructor perceptions of the interrelated components of engagement during and after the rapid online transition of teaching in March 2020 due to the COVID‐19 pandemic. Fifteen courses—including laboratory, discussion‐based, large lecture, tutorial, and problem‐based learning—within a multi‐disciplinary faculty at a large research‐intensive Canadian university were surveyed to: (a) assess student and instructor perceptions of students’ levels of engagement during and after the rapid transition to online teaching due to the COVID‐19 pandemic; (b) describe which aspects of engagement were enhanced or diminished due to the rapid online transition; and (c) identify which learning activities students would find most engaging in an online setting so as to assist in developing student‐centered online pedagogical techniques. Student engagement was lower after the rapid online transition. Students who engaged by connecting with peers and instructors through in‐class discussion (affective engagement) had diminished engagement, whereas students who engaged by listening to lectures, reading course materials, and reviewing slides (cognitive engagement) had enhanced engagement. Overall, students found synchronous activities more engaging. Students experienced positive and negative outcomes related to classroom engagement when transitioning rapidly to online learning during a global pandemic.