Discussion Boards Research Articles

The LIKED resource - a LIbrary KnowledgE and discovery online resource for discovering and implementing knowledge, data, and infrastructure resources

Access points to Heliophysics information are often poorly inter-linked to one another, making it challenging for researchers to integrate information, mature their understanding, and incorporate more complex ideas and relationships into their analyses. The authors reason this behavior to be a direct conseaquence of the lack of infrastructure for knowledge and data discovery in Heliophysics. Building an online library resource for Heliophysics addresses this gap in resources, and can also address other troublesome gaps related to community-building, such as access to help from other scientists, example analysis tutorials, and collaboration opportunities. This paper envisions a resource that better connects existing Heliophysics information and knowledge sources, the LIbrary for KnowledgE and Discovery (LIKED), which will be an online resource that interlinks information across databases (e.g., observational and publication), researcher interactions (e.g., conferences and discussion boards), and educational materials. The result is a rich and searchable environment to provide users a more productive experience for research and collaboration. In this paper, we provide the conceptual model for LIKED. We expand to detail how LIKED will serve to connect the various knowledge and research components available internationally together in an uniformly searchable manner. Finally, this work outlines various contributions the community can make towards this goal.

Reflecting on the Brink: At-Risk Student Experiences with Emergency Online Learning amid COVID-19

During the COVID-19 pandemic, there was perhaps no group of students better prepared to make the switch to online learning than Gen Z. Research supports the fact that Gen Z adapts quickly to and enjoys technology integration in educational spaces (Barber, 2020; Mellman, 2020; Pavao, 2020; Strawser, 2020), yet no research has explored how at-risk students experience online learning and how these students uniquely adopt persistence strategies to succeed. As a result, this content analysis investigates the online discussion board posts from a credit-bearing student success course for at-risk Gen Z students on warning or probationary financial aid status (GPA < 2.00 or below a 67% completed over attempted credit hours ratio) to learn how these students reflected on their online learning experiences and their precarious status at their institution. Findings echoed prior studies where students felt their biggest challenges were distractions and their own procrastination. Moreover, students reported feeling like a burden, students could not learn and socialize effectively in online settings, and students did not have knowledge of institutional support that could have helped them persist during the pandemic. However, students unearthed unique persistence strategies, such as blending tactile learning strategies into their online learning environment and strategically segmenting their technology use during class sessions. Implications for research, policy, and practice are addressed.

Challenges to Engineering Design Teamwork in a Remote Learning Environment

Remote team collaboration was not familiar to many engineering students before COVID-19. The rapid shift from in-person to remote during the pandemic caused dramatic challenges, especially for freshmen and sophomore students in engineering design classes, where teamwork is typically needed to explore both the problem and solution spaces for ill-defined problems and students have had little previous design project experience. This study aims to explore challenges revealed by students in remote design collaboration through the lens of a sophomore-level class about early-stage engineering design. The authors closely observed team members’ struggles through three datasets collected in one semester: (1) team performance and survey responses in an in-class idea generation activity; (2) individual student final reflection essays about their semester-long team project at the end of the semester; and (3) bi-weekly individual reflections on the discussion board throughout the entire semester. Unlike the classic findings that sketches improve performance, we found significant positive correlations between teamwork experience (e.g., communication, efficiency, perceived contribution) and the number of ideas expressed in text, and significant negative correlations between teamwork experience and number of ideas expressed in a combination of sketches and text. Therefore, we propose educators should also work on improving students’ ability to express design ideas with text descriptions, on top of traditionally emphasized visual representations. In addition, we found the remote environment exacerbated existing team challenges more than it created new challenges. The remote-related challenges also dropped dramatically after the first few weeks and then remained steady. The remote-related challenges and their changing patterns indicate large potential to improve remote design collaboration.

Potentially under-recognized late-stage physical and psychosexual complications of non-therapeutic neonatal penile circumcision: a qualitative and quantitative analysis of self-reports from an online community forum.

The removal of non-pathogenic foreskin from the penis of healthy neonates and infants for non-religious reasons is routinely practiced in many parts of the world. High level data from well-designed randomized controlled trials of circumcision in neonates and infants does not guide clinical practice. Reliable counts of immediate and short term circumcision complications are difficult to estimate. Emerging evidence suggests routine neonatal circumcision could lead to long term psychological, physical, and sexual complications in some men. The stigma associated with discussing circumcision complications creates a prevalence paradox where the presence of significant circumcision complications is higher than reported. Prior to the Internet, there were very few forums for men from diverse communities, who were troubled about their circumcision status, to discuss and compare stories. To investigate the long term consequences of circumcision, we reviewed 135 posts from 109 individual users participating in a circumcision grief subsection of Reddit, an internet discussion board. We identified three major categories of complications: physical such as pain during erections and lost sensitivity, psychological such as anxiety and violation of autonomy, and sexual such as feeling that the sexual experience was negatively altered or being unable to complete a sexual experience. We also identified a "discovery process" where some men described coming into awareness of their circumcision status. These findings suggest that neonatal circumcision can have significant adverse consequences for adult men. The removal of normal foreskin tissue should be limited to adult men who choose the procedure for cosmetic reasons or when medically indicated.

Development of critical thinking disposition using an online discussion board during a fully online course

Online discussion is a key learning activity for developing literacy of critical thinking disposition (CTD). The effectiveness and activities of online discussion during a blended learning setting have been analysed. The aim of this paper is to extract student's characteristics during online discussions in a fully online course in order to invite more participants to join and to encourage discussion. The differences in student's characteristics and learning performance between online discussants and non-participants were statistically analysed. Key characteristics were extracted and discussed using regression analysis. Also, causal relationship of the development of literacy of CTD were extracted and the learning progress of online discussants was examined.

Revitalizing the Muddiest Point for Formative Assessment and Student Engagement in a Large Class.

Ascertaining student understanding can be challenging in large-enrollment and hybrid or asynchronous courses. Instructors needed an innovative instructional strategy to encourage student engagement and support learning in a large-enrollment, mixed-format pathophysiology class. A weekly, graded assignment was created by merging the formative assessment commonly referred to as the muddiest point (MP) with an asynchronous discussion board activity within the learning management system. Each week, students were required to submit a question and respond to a peer. Instructors created a remediation lecture based on the most common student questions. The majority of students reported they benefitted from the MP discussion boards and remediation lectures. The MP discussion board activity is a flexible, instructional strategy to determine areas of confusion, increase student engagement, and facilitate learning in large-enrollment classes offered in multiple formats.

Weaponized Subordination: How Incels Discredit Themselves to Degrade Women

In this article, I analyze weaponized subordination, wherein men strategically use their perceived subordinate masculine status to legitimate their degradation of women. I draw on a qualitative analysis of 9,062 comments made on a popular involuntary celibate (“incel”) discussion board. Incels are an online community of men who define themselves by their inability to participate in heterosexual sex/relationships. Incel forums are characterized by self-loathing, anger, and misogyny, with several incels having committed murders (e.g., Elliot Rodger). I first detail the type of subordination incels argue they experience—a social bias in favor of attractive people they call lookism. Next, I explain how incels perceive themselves as permanently subordinated “failed men.” I then demonstrate how incels weaponize their subordination, using their perceived subordinate status to justify their misogyny. Findings are discussed in relation to hybrid masculinity and conceptualizations of subordinate masculinities.

Implementation science in nursing education research: An exemplar

IntroductionUsing evidence-based teaching approaches can improve nursing students' learning. However, variation in how – or if – these approaches are implemented by faculty and nursing educators is prevalent. A thorough, applied understanding of how evidence-based teaching approaches can best be implemented in the educational setting is lacking. ObjectivesThe purpose of this project was to use an implementation science framework to implement and evaluate the quality of a doctor of nursing practice (DNP) course before and after implementing evidence-based revisions to course delivery and composition. DesignA pre/post design was used to evaluate course outcomes following implementation of evidence-based teaching approaches. SettingA small, private university in the southeastern United States. ParticipantsStudents who enrolled in a DNP healthcare quality improvement course. MethodsAn implementation science framework for integrating evidence-based teaching approaches was used to guide this project. Revisions were made to a DNP course, with evidence-based teaching approaches implemented using strategies including a dedicated course facilitator, faculty education, interactive assistance to course faculty, and detailed rubrics to ensure consistency in grading between sections. Outcomes included course evaluation scores, qualitative student comments, and student engagement measured via the average number of discussion board posts authored and read. ResultsAfter using the implementation science framework to translate evidence-based teaching approaches, there was a statistically significant improvement in three course evaluation questions and the overall course mean. Qualitative comments showed that students found the revisions beneficial to their learning. There was no change in student engagement. ConclusionsUsing a structured implementation science framework and plan to translate and evaluate evidence-based teaching approaches resulted in significant improvements in course outcomes. Nurse educators should consider using an implementation framework to guide course revisions.

Work Organization Factors Associated With Nurses’ Stress, Sleep, and Performance: A Pre-pandemic Analysis

BackgroundThe COVID-19 pandemic put extreme stress on an already strained healthcare workforce. Suboptimal work organization, exacerbated by the pandemic, is associated with poor worker, patient, and organizational outcomes. However, there are limited qualitative studies exploring how the interconnections of work organization factors related to shift work, sleep, and work stress influence registered nurses and their work performance in the United States.PurposeWe sought to understand how nurses perceive work organization factors that impact their performance. Knowledge in this area could direct efforts to implement policies and design tailored interventions to support nurses in the post-pandemic period.MethodsWe used a qualitative descriptive design with the Work, Stress, and Health framework as an overarching guide to understand the interconnectedness of work organization factors, work stress, and outcomes. Participants were randomly assigned to one of two anonymous, asynchronous virtual focus groups (i.e., threaded discussion boards) in 2019. Registered nurses (N = 23) working across the United States were recruited and engaged until data saturation was achieved. Directed content analysis was used to analyze the data.ResultsFindings aligned with the Work, Stress, and Health framework and revealed three themes: (1) “Our Voice Should Matter” (nurses’ desire to have their voices heard in staffing policies); (2) “Tired But Wired” (the harmful cycle of work stress, rumination, and poor sleep); and (3) “We’re Only Human” (nurses’ physical, emotional, and mental exhaustion linked to critical performance impairments).ConclusionThese findings underscore that high work stress and poor sleep were present before the pandemic and impacted nurses’ perceptions of their performance. As leaders look forward to recovery and work redesign efforts, these findings can guide decision-making and resource allocation for optimal nurse, patient, and organization outcomes.

Students’ perceptions of emergency remote teaching in a writing course during COVID-19

The COVID-19 pandemic forced most educational institutions in the US to quickly transfer to emergency remote teaching, finding many instructors and students unprepared. This study explored university students’ perspectives in a composition course during the emergency period and proposes guidance on designing a “student-friendly” online learning environment. This study examines the students’ concerns about and challenges with emergency remote teaching, the course’s benefits during the online learning period, and students’ recommendations for improvement. The research was conducted in seven sections of a multimodal composition course at a large, Midwestern university. Participants responded to a virtual discussion board at the beginning of online instruction and a survey after online instruction. Qualitative analysis of responses—guided by the Community of Inquiry (CoI) framework—showed that the participants expressed challenges with staying motivated, completing coursework, and feeling socially disconnected from instructors and classmates. Benefits expressed by the participants included increased flexibility in their schedules, improved time management skills, and increased virtual communication with instructors. This study highlights suggestions that can guide the design of composition courses and pedagogical practices for emergency remote teaching in the future.

Psychosocial Needs of Gynecological Cancer Survivors: Mixed Methods Study.

BackgroundInternet and social media platforms offer insights into the lived experiences of survivors of cancer and their caregivers; however, the volume of narrative data available is often cumbersome for thorough analysis. Survivors of gynecological cancer have unique needs, such as those related to a genetic predisposition to future cancers, impact of cancer on sexual health, the advanced stage at which many are diagnosed, and the influx of new therapeutic approaches.ObjectiveThis study aimed to present a unique methodology to leverage large amounts of data from internet-based platforms for mixed methods analysis. We analyzed discussion board posts made by survivors of gynecological cancer on the American Cancer Society website with a particular interest in evaluating the psychosocial aspects of survivorship.MethodsAll posts from the ovarian, uterine, and gynecological cancers (other than ovarian and uterine) discussion boards on the American Cancer Society Cancer Survivors Network were included. Posts were web scraped using Python and organized by psychosocial themes described in the Quality of Cancer Survivorship Care Framework. Keywords related to each theme were generated and verified. Keywords identified posts related to the predetermined psychosocial themes. Quantitative analysis was completed using Python and R Foundation for Statistical Computing packages. Qualitative analysis was completed on a subset of posts as a proof of concept. Themes discovered through latent Dirichlet allocation (LDA), an unsupervised topic modeling technique, were assessed and compared with the predetermined themes of interest.ResultsA total of 125,498 posts made by 6436 survivors of gynecological cancer and caregivers between July 2000 and February 2020 were evaluated. Of the 125,489 posts, 23,458 (18.69%) were related to the psychosocial experience of cancer and were included in the mixed methods psychosocial analysis. Quantitative analysis (23,458 posts) revealed that survivors across all gynecological cancer discussion boards most frequently discussed the role of friends and family in care, as well as fatigue, the effect of cancer on interpersonal relationships, and health insurance status. Words related to psychosocial aspects of survivorship most often used in posts included “family,” “hope,” and “help.” Qualitative analysis (20 of the 23,458 posts) similarly demonstrated that survivors frequently discussed coping strategies, distress and worry, the role of family and caregivers in their cancer care, and the toll of managing financial and insurance concerns. Using LDA, we discovered 8 themes, none of which were directly related to psychosocial aspects of survivorship. Of the 56 keywords identified by LDA, 2 (4%), “sleep” and “work,” were included in the keyword list that we independently devised.ConclusionsWeb-based discussion platforms offer a great opportunity to learn about patient experiences of survivorship. Our novel methodology expedites the quantitative and qualitative analyses of such robust data, which may be used for additional patient populations.

Exploring the Usefulness of Theory-Guided Reflection During the COVID-19 Pandemic.

During 2 massive open online course sessions in 2020-2021, learners shared lived experiences during the coronavirus disease-2019 (COVID-19) pandemic within a framework of theory-guided online discussion. We analyzed 211 COVID-19-related learner narratives from online discussion boards. Themes included sharing concerns and strategies related to patients separated from loved ones, honoring strengths in self and colleagues, valuing shared support among work colleagues, realizing the importance of self-care, voicing concerns about working conditions, and recognizing the impact of theory-guided shared reflection. Themes reflected personal knowing and attributes related to the American Association of Colleges of Nursing Essentials for Nursing Education. A Supplemental Digital Content video abstract is available at http://links.lww.com/ANS/A56 .

The landscape of digital resources in radiation oncology.

In recent years, the number of educational medical resources accessible to residents and practicing radiation oncologists online has grown exponentially to include discussion boards, wikis, videos, podcasts, journal clubs, online communities, and interactive experiences to augment medical education. In this review, we identify, catalog, and critically evaluate educational websites, smartphone applications, web-based multimedia, and podcasts for radiation oncologists. Literature searches were conducted over a 2-month period (April to May 2022) using OVID-MEDLINE and PubMed with a combination of relevant search terms. Websites of relevant radiation oncology societies were reviewed for e-learning resources. Internet searches including the Google search engine, application stores, and podcast-publisher websites were conducted to identify digital resources for radiation oncology education. To ensure credibility, resources were assessed by two independent reviewers utilizing the criteria of authority, accuracy, objectivity, currency, depth, and appearance per suggested formats for evaluating digital resources in medical literature. Literature searches using OVID-MEDLINE and PubMed yielded 425 citations. Those pertinent to radiation oncology provide examples of resource development, integrations into curriculum, interactive modules, case studies, and learner experiences. The multilevel search identified 47 free digital education resources including online radiation oncology tutorials, podcasts, videos, slide sets, applications, and other interactive resources, some requiring membership or a fee for full access. The myriad online educational tools available to radiation oncology residents represent excellent resources for continuing education. This review represents the first comprehensive summary of available online education resources for radiation oncologists to guide clinicians who are increasingly reliant on digital resources, especially during the COVID-19 pandemic.

The possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+ specific inclusion and diversity

In this study, we explore the possibilities and potential of a pedagogical partnership between university and community-based initial teacher educators for LGBTQ+-specific inclusion and diversity. We map and discuss important initial teacher education (ITE) and broader inclusion and diversity policy contexts relevant to this pedagogical innovation as part of a Sociology of Education module. We describe and conceptually frame the innovation as equity, social justice, inclusion and diversity focused, and as rooted in democratic ITE reform. We then explore its impact on student teachers by drawing on the discussion board posts and reflections required as part of the module. Based on our findings, we offer ITE system-focused, ITE programmatic and personal reflections as teacher educators to conclude in considering how such pedagogical partnerships and innovations can enhance ITE for inclusion and diversity and, fundamentally, in pursuing more democratic schools and society.

Economic Impact of the COVID-19 Pandemic Post-Mitigation on Pediatric Ophthalmologists.

To create a survey to assess the economic impact that the coronavirus disease 2019 (COVID-19) pandemic post-mitigation (post-shutdown) has had on pediatric ophthalmologists. A 14-question survey was disseminated to United States-based pediatric ophthalmologists on the American Association for Pediatric Ophthalmology and Strabismus (AAPOS) discussion board and on social media. Demographic data and data on the economic effect of the COVID-19 pandemic post-mitigation were collected. A total of 129 pediatric ophthalmologists completed the survey. Eighty-four (65.1%) respondents reported a clinical revenue decrease of greater than 10%, 83 (64.3%) a surgical decrease of greater than 10%, and 66 (51.2%) an income decrease of greater than 10%. Fifteen (11.6%) respondents reported limiting the number of Medicaid patients. This was more prevalent among those in private practice (P = .027). Twenty-seven (20.9%) pediatric ophthalmologists responded that they planned to retire earlier than anticipated because of the pandemic and 2 (1.6%) responded that they have retired since the start of the pandemic. Six (4.7%) respondents reported that they have sold their practice since the start of the COVID-19 pandemic. Pediatric ophthalmologists continue to face economic challenges introduced by the COVID-19 pandemic. Reduced revenue may represent a new normal for the near future in pediatric ophthalmology. These unprecedented economic upheavals come at a time when the field of pediatric ophthalmology already faces difficulties with low reimbursement and attracting new trainees. This multitude of issues may escalate into a crisis in providing appropriate pediatric ophthalmic care. [J Pediatr Ophthalmol Strabismus. 2022;59(5):291-295.].

Placenta

Placenta Rebecca Morton (bio) Mothering describes it as deep red, suckered to the umbilical cord, and pulsing. Some people eat it, I say to my wife, trying to show her the magazine one night in bed. Red dust, red earth, red sky, a wide bright field of red poppies, red tartan sweater my grandmother’s hands mended, apple-red nail polish, three red cars in a row, red raincoats. My daughter’s red raincoat. Like an animal, I say and dogear the map of it. ________ Do you ever wonder what she was like as an infant, a playground mom says as we trot over to our toddlers who are aggressively kicking-up wood chips. I have some ideas, I joke, as I drop to my knees. ________ Horses will. Maiden mares are more likely. Eww, ThoroughbredVT posts on the discussion board when it becomes clear that one of her mares ate the whole thing, and fast. It’s natural, many respond. ________ Use a small, sharp knife. Carefully separate gristle and ligament. Refrigerate. ________ A friend sends me a picture of hers. More bruise- purple, more maroon, than red. Muscle-heavy if I held it in my hands, rivulets of plump veins if I pressed my thumbs in. Slick with thin bright blood, surgical scissors still clipped onto the cord’s end. What are you looking for? She asks. [End Page 86] ________ Sometimes it grows through the uterine wall, grows into uterine muscle, wraps itself around close-by organs. Too attached, Mothering says. ________ Add the tender parts to a simple bone broth and simmer until brown. Dry then crush into dust for capsules. Pickle in a Ball jar. Sauté with butter, onions. Spread thinly onto toast. ________ In Salvador Dalí’s painting, a slight, deep-red- rimmed red pool rests outside the person-egg, a grotesque person-arm clawing out. No, I complain to a friend. It should be purple and with veins. My friend nods. It should be enormous, I say, It’s all wrong. ________ Did the playground mom whipstitch a velvet bag for her lotus birth, the baby attached for five days by blue cord. Did she watch it wither, break. ________ My mother, my aunt, my aunt in her green and yellow ruffed blouse, my cousin at 16, my cousin at 18, my daughter’s birth mom. ________ My daughter’s birth mom holding out a pink- frosted cupcake. Two white-flame candles blurring a toddler’s quiet face. M—, When you returned, I rattled open, my I said, mine I said, but I was wrong: each minute she spent with you was a tethered, pulsing vein. [End Page 87] How can I answer? I am trying to imagine bringing it close. I smooth my palm along my belly, think of the Copper River salmon running now. Filled with translucent-orange roe. I practice opening and closing my mouth. [End Page 88] Rebecca Morton Rebecca Morton’s poetry appears in CALYX, Sugar House Review, RHINO, TriQuarterly, Me Cincinnati Review, Poetry Northwest, and elsewhere, and has been featured on Verse Daily. She serves as a poetry reader for Me Adroit Journal, and holds an MFA from Eastern Washington University. Rebecca lives in Chicago with her wife and children. Copyright © 2022 University of Wisconsin Board of Regents

Promoting metacognition in an allied health anatomy course.

Metacognition, the ability to self-regulate one's learning and performance, has been shown to improve student outcomes. Anatomy is recognized as one of the toughest courses in allied health curricula, and students could benefit from metacognitive activities. The purpose of this study was to explore the changes in metacognition of allied health students in an anatomy course and identify which groups need support with this skill. First-year physician assistant (MPAS), physical therapy (DPT), and occupational therapy (OTD) students (n=129) were invited to participate. At the beginning and end of the course, students completed a questionnaire including the metacognitive awareness inventory (MAI) that assesses metacognition. Students were also asked to reflect on their examination performances using a modified Likert scale and participated in reflective discussion boards to encourage development of metacognitive skills, which were thematically analyzed. Paired metacognition scores had increased significantly by the end of the course. However, middle-performers anticipated high grades and were less satisfied with their grade, indicating a disconnect in their metacognition compared to high- and low-performers. Students' receptiveness to modifying study strategies to improve performance declined throughout the course; by mid-way through, they relied more on existing strategies. Increasing time constraints were frequently cited as a major factor when considering study strategies and modification of such strategies. To maximize the effectiveness of metacognitive activities, they should be positioned early in the course when students are most receptive. In addition, middle performers may benefit from additional support to improve metacognition.

A qualitative analysis of an online teaching intervention to encourage favorable attitudes toward influenza vaccine among community college students

Objective: To promote influenza vaccine acceptance among community college students during the Fall 2020 semester to reduce the incidence of a “twin-demic” occurring of influenza and COVID-19. Participants: A convenience sample of 185 students enrolled in an entry level health course. Methods: Non-experimental cross-sectional design that used a self-paced, online teaching intervention. Qualitative data in the form of online discussion board posts were collected and analyzed assessing attitudes, normative references, and knowledge. Results: High rates of favorable attitudes toward influenza vaccine, evidence of subjective normative references toward science-based information, and an increase in participant knowledge. Conclusions: An online teaching intervention can be effective in changing attitudes, referencing subjective norms related to scientific information, and increasing knowledge.

The use of spelling and reference tools in second language writing: Their impact on students’ writing performance and process

In order to understand the impact of L2 students’ use of lexical linguistic tools while writing, students’ writing performance in the presence of a spelling or reference tool while writing for three tasks (an email, an online review, and a discussion board post) and students’ usage of these tools during the writing process were examined. A total of 86 students were grouped into three groups—30 with access to a spelling tool, 27 with access to a reference tool, and 29 without access to a tool. Students’ writing performance was scored on an analytic rubric and compared across the three assessment conditions. Additionally, the recordings of the entire writing process of those who had access to either a spelling or reference tool were qualitatively analyzed. Results showed that having access to either a spelling or a reference tool did not lead to better writing performance. However, the analysis of the writing process revealed that students used the spelling or the reference tool to make changes to both the form and meaning of words. These findings are discussed in terms of the implications they have for second language writing assessment.

Online student engagement in times of emergency: Listening to the voices of students

The closure of schools and colleges worldwide, as a result of the COVID-19 lockdown and stay-at-home protocols, were timely actions given the surge in infection rates. It became immediately necessary for innovative strategies to be put in place to engage students while they remained at home. In Ghana, many traditional universities adopted the use of online learning tools to promote learning amongst their students during this period of uncertainty. In this exploratory case study, I explore the experiences of final year undergraduate students ( N = 18) in the University of Ghana with the intention of examining: (1) the various strategies adopted by lecturers to engage students in online learning during this time when they were at home; (2) the challenges the students experienced; and (3) the students’ views on ways of promoting effective student online learning engagement during future emergencies. Three strategies were identified by the students as being used by the lecturers for online learning engagement, namely videoconferencing, use of discussion boards, and use of regular assignments. It was found that the students experienced manifold engagement challenges in online learning including data and network problems, technical difficulties, assessment overload, as well as administrative issues. In order to ensure effective student online learning engagement in future national emergencies, it was suggested that resources such as internet facilities should be made available to students; assessment load should be reduced while interactive and active online learning engagement strategies are prioritized; and administrative support should be offered to students. The study’s findings have significant implications for the planning, design and the implementation of online learning programmes in higher education.