Are They Paying Attention, or Are They Shoe Shopping? Evidence From Online Learning

• In Event: Technology Supports and Experiences During the COVID-19 Pandemic

Abstract

In response to the coronavirus pandemic, schools across the nation made abrupt transitions to teaching online as states instituted stay-at-home measures. This mixed methods study examines the attentiveness in an online Doctorate of Education program. Three main findings emerged: 1) online courses where the students and instructor all logged on to Zoom had higher average attentiveness than hybrid classes where some students were in the classroom and some online; 2) average attentiveness was higher during the synchronous portion of classes with an asynchronous portion than fully synchronous online classes; and 3) average attentiveness was higher for class segments under 30 minutes. Findings can help schools tailor format and instructional choices to maximize attentiveness during the lingering COVID-19 pandemic.

Authors

• Joanna R. Smith, University of Auckland

• Karen Schreder, CSU Chico

• Lorna Porter, University of Oregon