Student Engagement in Online and Face-to-Face Classes in Times of Pandemic
Journal Title: Nastava i vaspitanje/ Studies in Teaching and Education - Year 2022, Vol 71, Issue 3
Abstract
Since the outbreak of the COVID-19 pandemic several studies on students’ access to remote education and their perceptions of remote education have been conducted, but mixed-method studies on student engagement in an online setting are lacking. The aim of this study was to determine and compare the levels of school engagement in synchronous online classes and in face-to-face classes. Secondary school students (N = 132, 81.8% female, Mage = 16.3) filled out an online questionnaire comprising the School Engagement Measure Questionnaire (addressing online and face-to-face settings) and one open-ended question on the perception of differences between online and face-to-face classes. Statistical analyses showed that students were more engaged in face-to-face classes than in online classes (F (1, 131) = 106.316, p = .000, η2 = .448), with the best achievers having the highest decrease of engagement in online classes. A thematic analysis of answers yielded four themes, named: active learning (f = 42), learning strategies and resources (15), time organization (15) and assessment (6). Evaluative analysis showed that different students described the same themes in different ways – while in some cases active learning in online classes was higher, for the majority – it decreased; while some students organized their time for studying more effectively in an online setting, others were more efficient in a face-to-face setting. It can be concluded that negative effects of online classes on students’ learning strategies and engagement prevail and that teachers need additional support in organizing individualized and differentiated teaching to encourage higher levels of engagement and self-regulation in emergency remote education.
Authors and Affiliations
Simić Nataša, Mojović-Zdravković Kristina, Ignjatović Natalija
Keywords
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- EP ID EP713038
- DOI www.doi.org/10.5937/nasvas2203347S
- Views 69
- Downloads 0
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