Assessing Student Engagement Pre-, During and Post- COVID-19
Abstract
This study examines the impact of the COVID-19 pandemic on student satisfaction, perceived knowledge usefulness and mentorship ratings in a project-based learning digital competence course over six academic years, divided into pre-COVID, during-COVID and post-COVID periods. Adopting a mixed methods approach, survey data from 201 students were analysed through quantitative Likert-scale responses and a qualitative thematic analysis of open-ended feedback. The results indicate that student satisfaction peaked during COVID-19 and declined post-pandemic, while knowledge usefulness ratings remained consistently high and mentorship ratings remained stable. A positive correlation was found between satisfaction and the perceived usefulness of knowledge. Thematic analysis identified themes such as support and guidance, knowledge and skill acquisition, and course structure feedback. These findings emphasise the importance of continuous teacher support and effective mentorship in sustaining student satisfaction and engagement, and highlight the necessity of ongoing investment in digital literacy professional development for educators to ensure equitable post-pandemic learning experiences.
Downloads
References
Abdulkareem, T. A., & Eidan, S. M. (2021). Online learning for higher education continuity (during Covid-19 pandemic): The challenges, advantages, disadvantages, and how to overcome: Recent advancement. Modern Perspectives in Economics, Business and Management, 1, 148–154. https://doi.org/10.9734/bpi/mpebm/v1/2793F
Akyol, Z., & Garrison, D. R. (2013). Educational communities of inquiry: Theoretical framework, research and practice. IGI Global. https://doi.org/10.4018/978-1-4666-2110-7
Al-Busaidi, S., & Al-Seyabi, F. (2021). Project-based learning as a tool for student-teachers’ professional development: A study in an Omani EFL teacher education program. International Journal of Learning, Teaching and Educational Research, 20(4), 116–136. https://doi.org/10.26803/ijlter.20.4.7
Al-Fraihat, D., Joy, M., Masa’deh, R., & Sinclair, J. (2020). Evaluating e-learning system success: An empirical study. Computers in Human Behavior, 102(1), 67–86. https://doi.org/10.1016/j.chb.2019.08.004
Alqurashi, E. (2019). Predicting student satisfaction and perceived learning in online learning environments. Distance Education, 40(1), 133–148. https://doi.org/10.1080/01587919.2018.1553562
Anderson, L. W. (2021). Schooling interrupted: Educating children and youth in the Covid-19 era. Center for Educational Policy Studies Journal, 11(Special Issue), 17–36. https://doi.org/10.26529/cepsj.11.Sp.Issue
Arbaugh, J. B., Bangert, A., & Cleveland-Innes, M. (2010). Subject matter effects and the Community of Inquiry (CoI) framework: An exploratory study. The Internet and Higher Education, 13(1–2), 37–44. https://doi.org/10.1016/j.iheduc.2009.10.006
Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Braun, V., & Clarke, V. (2020). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
Castellanos-Reyes, D. (2020). 20 years of the community of inquiry framework. TechTrends, 64, 557–560. https://doi.org/10.1007/s11528-020-00491-7
Chanpet, P., Chomsuwan, K., & Murphy, E. (2020). Online project-based learning and formative assessment. Technology, Knowledge and Learning, 25, 685–705. https://doi.org/10.1007/s10758-018-9363-2
Chen, C.-H., & Yang, Y.-C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26(26), 71–81. https://doi.org/10.1016/j.edurev.2018.11.001
Dennen, V. P., & Burner, K. J. (2017). The cognitive apprenticeship model in educational practice. In J. M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 484–495). Springer. https://doi.org/10.1007/978-1-4614-3185-5_39
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Eissa, E. (2022). Role of the learning management system in resilience during the COVID-19 pandemic. International Journal of Information and Education Technology, 12(12), 1399–1406. https://doi.org/10.18178/ijiet.2022.12.12.1764
Eller, L. S., Lev, E. L., & Feurer, A. (2014). Key components of an effective mentoring relationship: A qualitative study. Nurse Education Today, 34(5), 815–820. https://doi.org/10.1016/j.nedt.2013.07.020
European Commission. (2020a). Digital education action plan. https://education.ec.europa.eu/focus-topics/digital-education/action-plan
European Commission. (2020b). European skills agenda for sustainable competitiveness, social fairness and resilience. https://ec.europa.eu/social/main.jsp?catId=1223&langId=en
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7–23. https://doi.org/10.1080/08923640109527071
Granado-Alcón, M. d. C., Gómez-Baya, D., Herrera-Gutiérrez, E., Vélez-Toral, M., Alonso-Martín, P., & Martínez-Frutos, M. T. (2020). Project-based learning and the acquisition of competencies and knowledge transfer in higher education. Sustainability, 12(23), Article 10062. https://doi.org/10.3390/su122310062
Guerra, A., Ulseth, R., & Kolmos, A. (Eds.). (2017). PBL in engineering education: International perspectives on curriculum change. Sense Publishers. https://doi.org/10.1007/978-94-6300-905-8
Günay, A. (2022). Equipping higher education students with digital skills for the post-pandemic world. Advances in Business Strategy and Competitive Advantage Book Series, 65–84. https://doi.org/10.4018/978-1-7998-8626-6.ch004
Guo, P., Saab, N., Post, L. S., & Admiraal, W. (2020). A review of project-based learning in higher education: Student outcomes and measures. International Journal of Educational Research, 102(1). https://doi.org/10.1016/j.ijer.2020.101586
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-andonline-learning
Howard, S. K., Tondeur, J., Siddiq, F., & Scherer, R. (2020). Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education. Technology, Pedagogy and Education, 30(1), 1–18. https://doi.org/10.1080/1475939x.2020.1839543
Huang, Y. (2023). Analysis of the disadvantages and advantages of online education during the COVID-19 pandemic. Lecture Notes in Education Psychology and Public Media, 8(1), 299–305. https://doi.org/10.54254/2753-7048/8/20230164
Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Luis Prieto, J. (2021). Emergency remote teaching and students’ academic performance in higher education during the Covid-19 pandemic: A case study. Computers in Human Behavior, 119, Article 106713. https://doi.org/10.1016/j.chb.2021.106713
Inciso, A. A. C. (2021). Higher education during COVID-19 pandemic: Distance education and online learning. International Journal of Research Publications, 70(1). https://doi.org/10.47119/ijrp100701220211746
Kamrujjaman, M., Sinje, S. S., Nandi, T. R., Islam, F., Rahman, M. A., Akhi, A. A., Tasnim, F., & Alam, M. S. (2024). The impact of the COVID-19 pandemic on education in Bangladesh and its mitigation. Bulletin of Biomathematics, 2(1), 57–84. https://doi.org/10.59292/bulletinbiomath.2024003
Koh, K., Kusnadi, Y., Pan, G., & Shankararaman, V. (2022). Making virtual project-based learning work during the Covid-19 pandemic. International Journal of Education (IJE), 10(02), 1–14. https://doi.org/10.5121/ije.2022.10201
Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: A review of the literature. Improving Schools, 19(3), 267–277. https://doi.org/10.1177/1365480216659733
Kotrikadze, E. V., & Zharkova, L. I. (2021). Advantages and disadvantages of distance learning in universities. Propósitos Y Representaciones, 9(spe3), Article e1184. https://doi.org/10.20511/pyr2021.v9nspe3.1184
Liu, J. (2021). Bridging digital divide amidst educational change for socially inclusive learning during the COVID-19 pandemic. SAGE Open, 11(4), 1–8. https://doi.org/10.1177/21582440211060810
Maguraushe, K., Masimba, F., & Muderedzwa, M. (2022). Shrinking the digital divide in online learning beyond the COVID-19 pandemic: A systematic literature review. In D. Singh Jat, K. Zvarevashe, F. Masimba, & T. Masamha (Eds.), 2022 1st Zimbabwe Conference of Information and Communication Technologies (ZCICT) (pp. 1–7). IEEE. https://doi.org/10.1109/ZCICT55726.2022.10046024
Maphalala, M. C., & Ajani, O. A. (2023). The Covid-19 pandemic: Shifting from conventional classroom learning to online learning in south Africa’s higher education. International Journal of Innovative Technologies in Social Science, 2(38). https://doi.org/10.31435/rsglobal_ijitss/30062023/8002
Maros, M., Korenkova, M., Fila, M., Levicky, M., & Schoberova, M. (2021). Project-based learning and its effectiveness: Evidence from Slovakia. Interactive Learning Environments, 31(7), 1–9. https://doi.org/10.1080/10494820.2021.1954036
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. US Department of Education. https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
Mina-Raiu, L., & Oprea, C. V. (2023). Online education: Challenges and opportunities during the COVID-19 pandemic. Study on public administration students’ and teachers’ perception. Applied Research in Administrative Sciences, 4(1), 25–34. https://doi.org/10.24818/aras/2023/4/1.04
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, Article 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Muftahu, M. (2020). Higher education and Covid-19 pandemic: Matters arising and the challenges of sustaining academic programs in developing African universities. International Journal of Educational Research Review, 5(4), 417–423. https://doi.org/10.24331/ijere.776470
Musa, R. M., & Adamu, H. (2023). Imperatives of online learning in tertiary institutions during COVID-19 pandemic. Journal of Institute of Africa Higher Education Research and Innovation (IAHERI), 1(001). https://doi.org/10.59479/jiaheri.v1i001.10
Omidire, M. F., & Maroga, M. J. (2022). E-learning for student support, inclusion and equity in diverse post-pandemic teaching contexts. Reimagining African Teacher Education through Distance for a Post-Pandemic Future, 3(1). https://doi.org/10.35293/tetfle.v3i1.4109
Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of coronavirus pandemic on education. Journal of Education and Practice, 11(13), 108–121. https://doi.org/10.7176/jep/11-13-12
Pažur Aničić, K., Gusić Munđar, J., & Šimić, D. (2022). Generic and digital competences for employability – Results of a Croatian national graduates survey. Higher Education, 86, 407–427. https://doi.org/10.1007/s10734-022-00940-7
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
Rashid, S., & Yadav, S. S. (2020). Impact of Covid-19 pandemic on higher education and research. Indian Journal of Human Development, 14(2), 340–343. https://doi.org/10.1177/0973703020946700
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. https://doi.org/10.2760/159770
Riadi, B., Prasetya, R. A., Maydiantoro, A., Winatha, I. K., Putrawan, G. E., & Dzakiria, H. (2022). Perceptions of students in Indonesian higher education institutions regarding Internet access for online (remote) learning during the COVID-19 pandemic. International Journal of Information and Education Technology, 12(6), 571–577. https://doi.org/10.18178/ijiet.2022.12.6.1655
Ribeiro, S., Tavares, C., Lopes, C., & Chorão, G. (2023). Competence development strategies after COVID-19: Using PBL in translation courses. Education Sciences, 13(3), 283–283. https://doi.org/10.3390/educsci13030283
Rourke, L., Anderson, T., Garrison, D. R., & Archer, W. (1999). Assessing social presence in asynchronous text-based computer conferencing. International Journal of E-Learning & Distance Education, 14(2), 50–71. https://www.ijede.ca/index.php/jde/article/view/153
Selwyn, N. (2020). Digital education: Opportunities for social collaboration. Palgrave Macmillan. https://doi.org/10.1007/978-3-030-38788-4
Singh, J., Steele, K., & Singh, L. (2021). Combining the best of online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865
Sinha, B. (2020). Post-COVID challenges and opportunities in the education sector. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3710846
Stecuła, K., & Wolniak, R. (2022). Influence of Covid-19 pandemic on dissemination of innovative e-learning tools in higher education in Poland. Journal of Open Innovation: Technology, Market, and Complexity, 8(2), 89. https://doi.org/10.3390/joitmc8020089
Swan, K., & Ice, P. (2010). The community of inquiry framework ten years later: Introduction to the special issue. The Internet and Higher Education, 13(1–2), 1–4. https://doi.org/10.1016/j.iheduc.2009.11.003
Symeonidis, V., Francesconi, D., & Agostini, E. (2021). The EU’s education policy response to the COVID-19 pandemic: A discourse and content analysis. Center for Educational Policy Studies Journal, 11(Special Issue), 89–115. https://doi.org/10.26529/cepsj.11.Sp.Issue
Tadesse, S., & Muluye, W. (2020). The impact of COVID-19 pandemic on education system in developing countries: A review. Open Journal of Social Sciences, 08(10), 159–170. https://doi.org/10.4236/jss.2020.810011
Tate, T., & Warschauer, M. (2022). Equity in online learning. Educational Psychologist, 57(3), 1-15. https://doi.org/10.1080/00461520.2022.2062597
Thane, S. (2022). The benefits and drawbacks of learning English online. Pakistan Journal of Multidisciplinary Innovation, 1(2), 16–35. https://doi.org/10.59075/pjmi.v1i2.110
Trust, T., & Whalen, J. (2020). Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 189–199. https://www.learntechlib.org/primary/p/215995/
Van Dijk, J. A. (2020). Digital divide research, achievements, and shortcomings. Poetics, 73, 101–198. https://doi.org/10.1016/j.poetic.2019.101198
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2018). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4–14. https://doi.org/10.1111/j.1365-2729.2011.00453.x
Zawacki‐Richter, O. (2020). The current state and impact of Covid‐19 on digital higher education in Germany. Human Behavior and Emerging Technologies, 3(1). https://doi.org/10.1002/hbe2.238
Zhang, L., & Ma, Y. (2023). A study of the impact of project-based learning on student learning effects: A meta-analysis study. Frontiers in Psychology, 14(1). https://doi.org/10.3389/fpsyg.2023.1202728
Žerovnik, A. (2024). Zbirka gradiv, ki so nastala v okviru pedagoškega dela in projektov. Uporabne povezave za delo z IKT in računalništvo za učitelje, starše [A collection of materials produced through teaching work and projects. Useful links for ICT and computing for teachers, parents.] Racunikt. splet.arnes.si. https://racunikt.splet.arnes.si/zbirka-gradiv-ki-so-nastala-v-okviru-pedagoskega-dela/#mag
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
