Sustaining Engagement And Learning In A Pandemic

Abstract

Based on learning and engagement theory, this paper compares evidence of (a) observed in-class participation / interaction skills (cognitive), emotional (affective), and performance physical (behavioral) engagement among competing simulation team members prior to and during the Coronavirus COVID-19 Pandemic. Remote online (via Zoom) engagement measures monitored include observed levels of improved attendance, in-class focus and energy, relevant questions raised, discussion quality, decision support package usage, end-of-period scaffolding, initial, intermediate, and final debriefing despite initial Zoom-related challenges encountered. Outside-class engagement measures monitored include two-way communication, bi-weekly online decision entry, results retrieval, and graphics package usage, weekly writing assignments, individual report, team presentation, server log statistics of daily, weekly, and semester team activity, website tracking, prior to and during the COVID-19 pandemic