Student Reflections on Emotional Engagement Reveal Science Fatigue during the COVID-19 Online Learning Transition
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| Title: | Student Reflections on Emotional Engagement Reveal Science Fatigue during the COVID-19 Online Learning Transition |
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| Language: | English |
| Authors: | Emma R. Wester (ORCID |
| Source: | Journal of Microbiology & Biology Education. 2024 25(3). |
| Availability: | American Society for Microbiology. 1752 N Street NW, Washington, DC 20036. Tel: 202-737-3600; e-mail: journals@asmusa.org; Web site: https://journals.asm.org/journal/jmbe |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Reflection, Emotional Response, Learner Engagement, Psychological Patterns, COVID-19, Pandemics, Science Education, Fatigue (Biology), Anxiety, Educational Change, Distance Education, Online Courses, Scientific Attitudes, Attitude Change, Course Evaluation, Undergraduate Students, Stress Variables |
| ISSN: | 1935-7877 1935-7885 |
| Abstract: | Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1453515 |
| Database: | ERIC |
| Abstract: | Numerous quantitative studies in science education found that student engagement declined after the onset of the COVID-19 pandemic, but analyses to identify the factors that drove emotional engagement down are lacking. Emotional engagement is a multidimensional construct composed of interest in an academic discipline, value in an academic course, and anxiety. Here, we use qualitative analysis to examine how and why the emergency shift from face-to-face to online classes during and after the pandemic-induced emergency remote transition impacted student emotional engagement. We coded student responses to open-ended questions using an emotional engagement framework and compared them between March and May 2020. Students' survey responses indicate that their positive attitudes toward science and value in the course declined. In contrast, more students expressed negative values of the course in the post-survey, with students mainly critiquing instructors and learning. This qualitative analysis offers a deeper understanding of students' emotional challenges during this educational upheaval and suggests effective teaching strategies for future crises. |
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| ISSN: | 1935-7877 1935-7885 |
