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

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