Exploring Engagement as a Predictor of Success in the Transition to Online Learning in First Year Chemistry

Abstract

Rapid campus closure and unexpected transition to emergency online teaching of a large first year chemistry unit provided an opportunity to explore the level of student engagement and factors associated with success in this online transition. Here, we compared the standard offering in 2019 to the online version in 2020 by examining the completion of weekly assessment tasks and the uptake of learning activities. In spite of a preference for face-to-face learning, we found that students were able to quickly adapt to using the technology, with high levels of access to live streamed and recorded lectures, in-class polling, and online tutorials, together with large increases in discussion forum use. The change in level of engagement in low stakes assessment tasks over the course of the semester was similar for both years. Each form of engagement was associated with increased likelihood of success in the unit, whether this was being taught face-to-face or online. Of the multiple forms of engagement measured, only tutorial participation had a significantly lower impact on student success in the online compared to the face-to-face environment.