Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition
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 interes...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2024-12-01
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| Series: | Journal of Microbiology & Biology Education |
| Subjects: | |
| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00093-24 |
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| _version_ | 1846126627671506944 |
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| author | Emma R. Wester Lisa L. Walsh Sandra Arango-Caro Elena Bray Speth Kristine Callis-Duehl |
| author_facet | Emma R. Wester Lisa L. Walsh Sandra Arango-Caro Elena Bray Speth Kristine Callis-Duehl |
| author_sort | Emma R. Wester |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-192d0a5679b04c1faab75f1366805af6 |
| institution | Kabale University |
| issn | 1935-7877 1935-7885 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj-art-192d0a5679b04c1faab75f1366805af62024-12-12T14:00:32ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852024-12-0125310.1128/jmbe.00093-24Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transitionEmma R. Wester0Lisa L. Walsh1Sandra Arango-Caro2Elena Bray Speth3Kristine Callis-Duehl4Donald Danforth Plant Science Center, St. Louis, Missouri, USADonald Danforth Plant Science Center, St. Louis, Missouri, USADonald Danforth Plant Science Center, St. Louis, Missouri, USASaint Louis University, St. Louis, Missouri, USADonald Danforth Plant Science Center, St. Louis, Missouri, USAABSTRACT 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.https://journals.asm.org/doi/10.1128/jmbe.00093-24COVID-19education in emergenciesemotional engagementscience fatiguestudent engagement |
| spellingShingle | Emma R. Wester Lisa L. Walsh Sandra Arango-Caro Elena Bray Speth Kristine Callis-Duehl Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition Journal of Microbiology & Biology Education COVID-19 education in emergencies emotional engagement science fatigue student engagement |
| title | Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition |
| title_full | Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition |
| title_fullStr | Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition |
| title_full_unstemmed | Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition |
| title_short | Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition |
| title_sort | student reflections on emotional engagement reveal science fatigue during the covid 19 online learning transition |
| topic | COVID-19 education in emergencies emotional engagement science fatigue student engagement |
| url | https://journals.asm.org/doi/10.1128/jmbe.00093-24 |
| work_keys_str_mv | AT emmarwester studentreflectionsonemotionalengagementrevealsciencefatigueduringthecovid19onlinelearningtransition AT lisalwalsh studentreflectionsonemotionalengagementrevealsciencefatigueduringthecovid19onlinelearningtransition AT sandraarangocaro studentreflectionsonemotionalengagementrevealsciencefatigueduringthecovid19onlinelearningtransition AT elenabrayspeth studentreflectionsonemotionalengagementrevealsciencefatigueduringthecovid19onlinelearningtransition AT kristinecallisduehl studentreflectionsonemotionalengagementrevealsciencefatigueduringthecovid19onlinelearningtransition |