Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition

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

2024

Emma R. Wester | Lisa L. Walsh | Sandra Arango-Caro | Elena Bray Speth | Kristine Callis-Duehl

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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