Beyond emergency remote teaching: student engagement rebounds in planned online STEM laboratory courses in fall 2020.

Abstract

Students' engagement in STEM coursework during the COVID-19 pandemic underwent significant changes as institutions adapted to online learning. While previous research documented the immediate impacts during the emergency transition to remote learning in Spring 2020, this study examines how student engagement evolved during Fall 2020-the first full semester where both faculty and students could prepare for online instruction. Using Fredericks et al.'s framework of behavioral, cognitive, and emotional engagement (12), we surveyed 240 undergraduate students in an introductory biology laboratory course at a public R2 university. Analysis of pre- and post-semester responses revealed significant improvements in cognitive engagement (self-efficacy; sense of belonging) and emotional engagement, while behavioral engagement remained stable. Notably, students in quarter-length courses showed greater improvements in perceived course value compared to those in semester-length courses. No significant differences were found across gender or PEER (Persons Excluded from STEM due to Ethnicity or Race) status, suggesting equitable course design. These findings contrast with Spring 2020's emergency remote teaching, where emotional engagement declined significantly. Our results indicate that intentionally designed online courses can effectively support student engagement, though challenges remain in fostering active participation in virtual environments. This study provides insights for developing resilient educational approaches that can maintain student engagement during future disruptions to traditional instruction.