Involuntary Online Learners: Engaging Online Students Who Preferred F2F Science Classes During the COVID-19 Pandemic

Abstract

In this descriptive analysis, we consider the experiences of students who prefer face-to-face (F2F) classes but, due to the COVID-19 pandemic, had no alternative other than taking their introductory biology class online during the 2020–2021 academic year. We conducted focus group interviews with 12 college students who enrolled in an asynchronous online introductory biology course for non-majors. We interpret their experiences through the theoretical framing of student engagement, which generally centers students as the directors of their learning experiences. However, when reflecting on their online, technologically mediated experience, our participants regarded their instructors as the hub or convener of their interactions with content, technology, and other learners. We explore the implications of these findings for engaging other students who may find themselves involuntarily online, and make recommendations for pedagogy and communication around the culture of online learning.