EFFECT OF ONLINE EDUCATION ON STUDENT ENGAGEMENT DURING AND AFTER COVID-19

Abstract

The COVID-19 pandemic forced an unprecedented global shift from traditional face-to-face classroom instruction to online education, disrupting the academic experiences of over 1.6 billion students worldwide. This paper examines the multifaceted effects of online education on student engagement during the acute phase of the pandemic (2020–2021) and in its aftermath (2022–2024). Employing a mixed-methods research design, data were collected from 1,245 undergraduate and postgraduate students across twelve universities in six countries, supplemented by in-depth interviews with 84 faculty members and educational administrators. Quantitative data were analysed using descriptive statistics, multiple regression analysis, and ANOVA, while thematic analysis was applied to qualitative data. Findings reveal a statistically significant decline in behavioural and emotional engagement during the pandemic period, with a partial — though not complete — recovery in the post-pandemic era. Cognitive engagement showed greater resilience, particularly among self-regulated learners. Key factors moderating engagement included digital infrastructure quality, instructor technological proficiency, institutional support systems, socioeconomic status, and the nature of academic disciplines. Notably, the study identifies a persistent 'engagement deficit' among students from low-income backgrounds and developing nations, raising critical equity concerns. The paper recommends hybrid learning models, sustained investment in digital literacy, and targeted psychological support as sustainable strategies for enhancing post-pandemic student engagement. The findings have significant implications for educational policy, institutional planning, and pedagogical redesign in the new normal of higher education.