Abrupt Transformation in Pedagogy: How Do Students Engage Academically in the Face-to-Face Online Learning Environment?

Abstract

Use of technology is beneficial in pedagogical transformation, but student engagement is essential throughout the process. Because the number of studies investigating how students' academic involvement during the pandemic is still limited, this research is necessary to close this gap in the literature. The research goal is to determine the contribution of students' cognitive and affective engagement to their academic activities by utilizing an intrinsic motivation approach in the context of pedagogical transformation. We discuss the interplay factors between students' cognitive and affective engagement and how students become engaged in academics. This research applied cross-sectional study. The research findings demonstrate the composition of cognitive and affective engagement and the interplay factors between them, enabling students to participate in academic activities in a virtual face-to-face learning environment. One thing to highlight is that evaluating learning progress elicits pleasant emotions, whereas monitoring comprehension and setting learning goals elicits persistence. Higher education educators are recommended to create captivating face-to-face online learning experiences in order to optimize their students' engagement in academic activities.