Affiliation:
1. Donald Danforth Plant Science Center, St. Louis, Missouri, USA 63132
2. St. Louis University, St. Louis, Missouri, USA 63103
Abstract
We examined how the shift in learning environment from in-person to online classes, due to the COVID-19 pandemic, impacted three constructs of student engagement: behavioral engagement, including students’ frequency of participating in class discussions, meeting with instructors, and studying with peers outside of class; cognitive engagement, including students’ sense of belonging and self-efficacy; and emotional engagement, including students’ attitudes toward science, their perceived value of the course, and their stress. Seventy-three undergraduate STEM students from across the country completed five-point Likert-style surveys in these areas of student engagement, both prior to their science course transitioning online and at the end of the spring 2020 semester.
Publisher
American Society for Microbiology
Subject
General Agricultural and Biological Sciences,General Immunology and Microbiology,General Biochemistry, Genetics and Molecular Biology,Education
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