Exploring the impact of remote learning on student engagement and communication in science and other classes

Abstract

During the COVID-19 pandemic, students pivoted from one learning model to the next, switching between remote, hybrid, and in-person schedules. Students and teachers were surveyed and interviewed to explore how remote learning impacted student engagement and communication in the classroom during the 2020-2021 school year. Qualitative data were analyzed through thematic analysis to gain insight into the student experience from both students' and teachers' perspectives. Four recurring themes were referenced throughout responses from each research population; for students, technology, social and academic interactions, autonomy, and health were commonly mentioned; for teachers, technology, student involvement, relationships and support systems, and evaluating student progress were commonly discussed. The results suggested that students were less engaged in their academic work and communicated less meaningfully with their peers and teachers.