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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
Language: English
Authors: Emma R. Wester (ORCID 0000-0001-9964-0961), Lisa L. Walsh (ORCID 0000-0003-0311-5455), Sandra Arango-Caro, Elena Bray Speth, Kristine Callis-Duehl
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
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  Data: Student Reflections on Emotional Engagement Reveal Science Fatigue during the COVID-19 Online Learning Transition
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  Data: <searchLink fieldCode="AR" term="%22Emma+R%2E+Wester%22">Emma R. Wester</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-9964-0961">0000-0001-9964-0961</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lisa+L%2E+Walsh%22">Lisa L. Walsh</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0311-5455">0000-0003-0311-5455</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sandra+Arango-Caro%22">Sandra Arango-Caro</searchLink><br /><searchLink fieldCode="AR" term="%22Elena+Bray+Speth%22">Elena Bray Speth</searchLink><br /><searchLink fieldCode="AR" term="%22Kristine+Callis-Duehl%22">Kristine Callis-Duehl</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Microbiology+%26+Biology+Education%22"><i>Journal of Microbiology & Biology Education</i></searchLink>. 2024 25(3).
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Response%22">Emotional Response</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Fatigue+%28Biology%29%22">Fatigue (Biology)</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Attitudes%22">Scientific Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Attitude+Change%22">Attitude Change</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink>
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  Data: 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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  Data: 2024
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  Data: EJ1453515
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      – Text: English
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        PageCount: 13
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Reflection
        Type: general
      – SubjectFull: Emotional Response
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Psychological Patterns
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      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
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      – SubjectFull: Science Education
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      – SubjectFull: Fatigue (Biology)
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      – SubjectFull: Anxiety
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      – SubjectFull: Educational Change
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      – SubjectFull: Distance Education
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      – SubjectFull: Course Evaluation
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Stress Variables
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      – TitleFull: Student Reflections on Emotional Engagement Reveal Science Fatigue during the COVID-19 Online Learning Transition
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