ArticleJournal of microbiology & biology education2022
Student Anxiety and Engagement with Online Instruction across Two Semesters of COVID-19 Disruptions.
Article in Journal of microbiology & biology education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
6 citing papers in PubMed.
- The impact of COVID-19 quarantine on college students' mental health.BMC public health · 2025Article
- Unlocking learning: exploring take-home examinations andJournal of microbiology & biology education · 2025Article
- Student reflections on emotional engagement reveal science fatigue during the COVID-19 online learning transition.Journal of microbiology & biology education · 2024Article
- Factors influencing Chinese EFL students' online learning anxiety in the post-COVID-19 era.Heliyon · 2024Article
- The Implications of Virtual Learning on Plastic Surgery Education: A National Survey of Plastic Surgery Residents and Fellows.Plastic and reconstructive surgery. Global open · 2023Article
- Opportunities and Challenges of Online Instruction and Effective Pedagogy That Blurs the Lines between Online and On-Site Teaching and Learning.Journal of microbiology & biology education · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
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Abstract
The sudden shift to online learning due to the COVID-19 pandemic left many instructors wondering how to minimize anxiety while keeping students engaged in their virtual courses. In this study, we explored (i) specific online instructional tasks that caused students to experience anxiety, (ii) factors that hindered student engagement with online instruction, and (iii) changes in student anxiety and engagement between spring 2020 and fall 2020. Students enrolled in STEM classes were surveyed at the end of spring 2020 (N = 425) and fall 2020 (N = 347) semesters. Our results show that the majority of student respondents had more anxiety in fall 2020 than in spring 2020 with online learning in general, and less anonymous class activities tended to cause the greatest anxiety. Distractions from the environment and personal technologies commonly prevented engagement in both semesters, but no significant differences were observed between the spring and fall. In contrast, more students reported that health-related stress, work-related stress, and issues with technology prevented participation in fall 2020 than in spring 2020. As institutions consider expanding their online course offerings post-pandemic, these data provide valuable insight into the challenges students experienced with online instruction that can inform future pedagogical choices.
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