Face-to-face delivery this week; online the next: a reflection

Abstract

Purpose The purpose of this paper is to reflect on the effects of online learning on student engagement as a result of a shift from face-to-face to online learning during the COVID-19 lockdown in New Zealand. Design/methodology/approach The reflection expresses the accounting lecturers’ observations and experiences of student engagement in online learning during the COVID-19 lockdown focussing on the three facets of student engagement; social presence, cognitive presence and teaching presence. Findings The focus on social and teaching presence in online learning by Unitec academic staff had a positive impact on cognitive presence as student course success rates and course ratings were similar to rates achieved from face-to-face delivery despite a rapid transition to online learning. Research limitations/implications This reflection is based on the experiences of three academic staff in one tertiary organisation. Practical implications The findings of this study can be helpful for tertiary institutions that are planning to adopt blended learning in the future. Academic staff may revisit teaching pedagogies to design new strategies and institutions may develop blended learning guidelines and tools to support academics to embrace blended learning. Social implications The reflection shows the respect, support and care provided by academics to students building a sense of belongingness and supporting students’ mental well-being in a period of fear and anxiety about COVID-19. Originality/value This is a reflection on students’ online engagement during the COVID-19 pandemic, which has not been addressed previously in the academic literature.