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, wh

SUBMITTER: Wester ER 

PROVIDER: S-EPMC12687643 | biostudies-literature | 2025 Dec

REPOSITORIES: biostudies-literature