During the novel COVID-19 pandemic, many universities globally shifted from on-campus-based teaching to online education. During this emergency educational situation, modifications are done abruptly. Important elements of education that contribute to student success need to be carefully monitored. This study analyzed the effect of sudden shift to e-learning during the COVID-19 pandemic on student engagement. The study involved the same group of students who used to learn in the traditional classroom before the pandemic and shifted to online education during the pandemic. A 5-point Likert scale online survey was created using Google form and the link was sent to students Emails. Two validated questionnaires were used, one for measurement of student engagement in e-learning and the other for measurement of engagement in the traditional classroom.
Factor analysis of the two questionnaires showed good results. Values of Alfa Cronbach were greater than 0.85. Values of validity were higher than 0.9. Both values indicated the high reliability and validity of the questionnaires. The Wilcoxon signed test showed that students were significantly less engaged in the e-learning (p-value 0.006). Emotional, behavioral, and social engagement were lower in e-learning (p-values 0.001, 0.001, 0.024, respectively). However, cognitive engagement was higher in e-learning (p-value 0.001). The sudden shift to online education during COVID 19 pandemic was associated with decreased but differential effects on student engagement. Institutions should carefully monitor student engagement and implement practices that improve it during this contingency situation.
IJPRAS
