Investigating the Impact on Student Engagement from Converting Face-to-Face Classes to Online in Response to Covid-19
Paper investigates the impact on student engagement from converting traditional face-to-face classes to online in response to Covid-19. In particular, this study investigated the impact of conversion to online on four different types of student engagement: (1) participation engagement, (2) emotional engagement, (3) skill engagement, and (4) performance engagement. Survey data were collected from 160 business students who had their face-to-face classes converted to online due to Covid-19. Results of study show that all four types of student engagement significantly declined when classes were converted to online. Participation engagement declined the most while performance engagement declined the least. Non-traditional students had significantly larger declines in participation engagement and skill engagement than traditional students. Those who prefer face-to-face classes had significantly larger declines in all four types of student engagement than those who prefer online classes. Extroverts had significantly larger declines in participation engagement, emotional engagement, and performance engagement than introverts. Gender, ethnicity, rank of student, type of class, and experience with online classes did not influence the decline in engagement when classes were converted to online. Recommendations on ways to improve online classes and ways to improve student engagement in online classes are provided.
Adult and Continuing Education Commons, Educational Assessment, Evaluation, and Research Commons, Marketing Commons, Online and Distance Education Commons, Scholarship of Teaching and Learning Commons