Maintaining Student Engagement during an Abrupt Instructional Transition: Lessons Learned from COVID-19

Abstract

Because of the COVID-19 pandemic, many colleges and universities announced an abrupt transition to remote learning during the spring 2020 semester. In this report, we discuss the instructional changes that were implemented in an undergraduate microbiology course at a small liberal arts college as a result of this transition. The effectiveness of these curricular changes was assessed using a standard course feedback instrument to understand student attitudes and perceptions. Our results indicate that the switch to a thematic focus enhanced the course and specific instructional changes, including the use of preclass introductory videos and electronic forums, were useful and informative. Based on these findings, we propose that relatively minor changes to instructional strategies may enhance remote learning. Moreover, these same changes could be used to improve in-person classes.

FIGURE 1

Student evaluation of the switch to a thematic focus. At the end of the semester, students were asked whether the mid-semester switch to focus almost entirely on SARS-CoV-2 and COVID-19 enhanced the course, using a Likert-type scale (1 = strongly disagree, 5 = strongly agree). Absolute numbers of respondents for each option are shown. Mean = 4.67; SEM = 0.105. SEM = standard error of the mean.

FIGURE 2

Student evaluation of specific instructional changes. At the end of the semester, students were asked whether three specific instructional changes (pre-class introductory videos, pre-class electronic forums, synchronous remote classes) were useful, using a Likert-type scale (1 = strongly disagree, 5 = strongly agree). For each change, mean ± SEM is presented (n = 21). SEM = standard error of mean.