Shifts in students’ perspective on engagement following the COVID-19 pandemic
Session Type
Presentation
Room
Physics and Astronomy, room 117
Start Date
17-7-2025 1:30 PM
End Date
17-7-2025 2:00 PM
Keywords
Engagement, Didactic Instruction, Active Learning, COVID-19, Education, Science, Pathology, Undergraduate
Primary Threads
Teaching and Learning Science
Abstract
Introduction: The COVID-19 pandemic disrupted learner engagement due to nationwide school closures. There were structural shifts in curriculum delivery, including the sudden pivot to virtual learning. Now, after the pandemic, higher education has more widely adopted alternative modes of content delivery, including online delivery. Although providing alternative delivery modes may enhance accessibility, there may be learning loss associated with learner engagement. This study aims to investigate shifts in students’ perspectives on learner engagement in undergraduate pathology courses before and after the pandemic.
Methods: Student course questionnaires for two undergraduate pathology courses were provided by Western University’s Registrar’s Office (RO) between 2016-2024. One of the courses was delivered in person, and the other was delivered online. Qualitative coding was used to draw results.
Results: Questionnaire data reveal a noticeable trend in student feedback following the pandemic. There is a reduction in course material-related comments, alongside a growing emphasis on engagement.
Discussion: The emerging trends suggest that students following the pandemic value in-person and engaging educational elements. This suggests the need for curriculum reform prioritizing engagement. However, sustaining engagement without overburdening educators necessitates the use of tools, training, and institutional support to balance workload with increased engagement. Future research should explore strategies that improve student engagement while prioritizing workload sustainability, ensuring educational quality without compromising educator well-being in evolving educational landscapes.
This project was approved by Western’s Office of Human Research and Ethics.
Elements of Engagement
We will engage the audience by posing discussion prompts in the session to collaboratively explore strategies to improve student engagement while prioritizing workload sustainability to ensure educational quality without compromising educator well-being.
Shifts in students’ perspective on engagement following the COVID-19 pandemic
Physics and Astronomy, room 117
Introduction: The COVID-19 pandemic disrupted learner engagement due to nationwide school closures. There were structural shifts in curriculum delivery, including the sudden pivot to virtual learning. Now, after the pandemic, higher education has more widely adopted alternative modes of content delivery, including online delivery. Although providing alternative delivery modes may enhance accessibility, there may be learning loss associated with learner engagement. This study aims to investigate shifts in students’ perspectives on learner engagement in undergraduate pathology courses before and after the pandemic.
Methods: Student course questionnaires for two undergraduate pathology courses were provided by Western University’s Registrar’s Office (RO) between 2016-2024. One of the courses was delivered in person, and the other was delivered online. Qualitative coding was used to draw results.
Results: Questionnaire data reveal a noticeable trend in student feedback following the pandemic. There is a reduction in course material-related comments, alongside a growing emphasis on engagement.
Discussion: The emerging trends suggest that students following the pandemic value in-person and engaging educational elements. This suggests the need for curriculum reform prioritizing engagement. However, sustaining engagement without overburdening educators necessitates the use of tools, training, and institutional support to balance workload with increased engagement. Future research should explore strategies that improve student engagement while prioritizing workload sustainability, ensuring educational quality without compromising educator well-being in evolving educational landscapes.
This project was approved by Western’s Office of Human Research and Ethics.