Jessica Johnstone
Western Governor’s University
C225 - Task 2
Research Topic
The topic of this research paper is to discover the impact that virtual learning has on
student engagement and success, as well as teacher attitude and burnout.
Research Problem Statement
The problem that this research addresses is the varying impact that virtual learning has on
the way that students engage and succeed in the classroom. It also addresses the impact that
virtual learning has on teacher burnout and attitude. This is particularly relevant in today’s
climate, when schools were forced to transition to virtual learning as a result of the 2020 COVID
pandemic.
Literature Review
In early March of 2020, social distancing protocols caused the closure of schools
in nearly all countries around the world. The sudden shift caused educators to search for ways to
virtually deliver effective education to their students. The panic over the thought of such large
gaps in education prompted school systems around the world to immediately switch to virtual
learning to try to best service their students, although this form of education was an unknown
territory for many districts. The transition from face-to-face learning to virtual learning posed to
be extremely challenging for both students and teachers. The question remained: how did virtual
learning impact student success and engagement? Were teachers given appropriate tools and
resources to handle the switch from in-person to online and prevent burn-out?
Virtual learning seems to be a solution to the prospective learning gaps caused by the
COVID19 pandemic, but student success is only feasible if students have access to the internet in
their homes. The percentage of students with internet access could vary from community to
community. However, students in lower-income communities are at a higher risk of falling
behind their peers as a result of not having access to the internet at home. A study published by
Ananya Sen and Catherine Tucker (2020) utilized the American Community Survey (ACS) to
determine which children in a given community have access to the internet. It was found that out
of 100 local school districts, only 75% of students had access to the internet in their homes. It
was also found that a majority of those students with internet access could only access it with
their cellphones. This creates a disadvantage for students who need high-speed internet to access
materials that the school requires for virtual learning. A study conducted by Mohammad
Mayhoob (2020), students were given a survey-based questionnaire to determine the main issues
that impact online learning. It was found that out of 184 virtual students, only 18% had
absolutely no issues with virtual learning. The largest obstacle that impacted the success of the
students was internet speed, with 48% of students identifying this as the main factor that
hindered their success.
For those students who do have access to the internet in their homes, there are still
obstacles to overcome. Many students are new to virtual learning, and therefore may not be
familiar with the platforms that are heavily used in an online environment. This creates
confusion, which can lead to frustration and contribute to lower levels of student engagement
and success (Dridi et al., 2020). As a result, many students claim that they feel as though they
learn more valuable knowledge in a traditional classroom setting versus online (Okech et. al,
2014).
Student Engagement in Online Learning
Student engagement is crucial to student success, as it directly affects student’s
achievement in an online environment. There have been numerous studies that show that
although there are external factors that may directly affect student success and engagement,
many factors are controlled by the teacher. For example, traditional teaching pedagogy does not
translate into online teaching. Many current teachers have not been prepared for a virtual
classroom and have focused on utilizing learning methods that are more engaging, such as the
total physical response method (TPR).
This lower level of engagement within the virtual classroom can negatively impact
students with varying learning styles (Tambunan, 2019). Furthermore, a study done by
researchers Kuama and Intharaska (2016) found that successful learners utilized online learning
strategies and relied on metacognitive learning strategies. However, not all students are familiar
with self-directed learning, and therefore lack experience with online learning skills. As a result,
students who are unfamiliar with online learning skills, and self-guided motivation may not
succeed in an online environment. This can be particularly problematic with students who are
already facing struggles with certain school subjects, or students with learning disabilities. A
study done by Rodrigo and Tabuenca (2020) found that students with learning disabilities can
have greater impulsiveness and a more difficult time concentrating, and if these students are
expected to utilize metacognitive learning strategies, they are at a greater risk of failing without
adaptations and support.
These students are more likely to lose motivation and have a lower level of success when
utilizing an online learning platform. In a research study by Conzil Tan (2020) it was found that
students felt there was a lack of framework in an online platform and that they weren’t able to
interact socially with their teachers nor their peers. Many students also found it more difficult to
concentrate and receive feedback in a timely manner from their teachers. As a result, students
experienced higher levels of stress than they would in a traditional classroom. However, it is
possible that by utilizing and incorporating an interactive online learning tool that allows
students to freely question the teacher and interact with their peers, students will experience
increased levels of success (ChongWoo & Dong-gook, 2020).
A recent study by Finnegan (2021) examined how the sudden move from face-to-face to
virtual learning affected student learning outcomes. The students' test scores were examined, and
it was found that exam scores were only mildly negatively affected by the transition to online
learning. However, although the test scores were only mildly affected, student perception and
attitude towards learning was significantly worse (Finnegan, 2021).
Teacher Stress and Burnout
In order to keep students engaged and set students up for success, teachers must be
equipped to overcome barriers that virtual learning may present. However, in order to employ
effective teachers, school districts must combat a decrease in teacher motivation and burnout.
Years of research has shown that teaching as a profession is one of the highest-stress
jobs, and that many teachers experience occupational stress (Johnson et. al, 2005).
Teachers have various external factors, as well as emotional experiences, that can
influence their motivation and attitude towards online teaching. These factors include selfefficacy (SE), intrinsic motivation (IM), extrinsic motivation (EM), and occupational stress (OS).
Teacher motivation is directly and indirectly linked with occupational stress. Research shows
that intrinsic motivation, or a teacher’s involvement in teaching due to personal interest, had the
largest effect on an educator’s attitude towards online instruction. The second largest factor is
reported to be self-efficacy, or a teacher’s personal belief in their ability to effectively overcome
and face challenges in their profession (Panisoara et. al, 2020).
The external factors can create long-term stress in the workplace, and as a result, teachers
can develop burnout syndrome. Burnout syndrome can negatively impact an educator’s wellbeing and quality of work, as well as jeopardize the relationship between an educator and their
students.
Therefore, researchers Pozo-Rico, Izquierdo, and Castejón (2020) examined the impact
of the COVID-19 pandemic on schools and how teachers could be supported and trained to
prevent decreased motivation and burnout. During this study, educators were assigned into
random control and experimental groups. The educators in the experimental group participated in
a 14-week training program, while those in the control group received no formal training or
instruction. At the conclusion of the study, it was found that the experimental group was able to
more effectively cope with their stress and avoid teacher burnout.
In a recent study by Smetackova (2019), experienced teachers were surveyed about their
experiences with teacher burnout. It was found that teachers with high-efficacy utilized more
positive coping strategies to overcome obstacles, whereas teachers with a low-efficacy utilized
more negative coping strategies. Coping strategies are defined as the patterns in an individual’s
response to stress (Smetackova et al., 2019). Through years of research, multiple coping
strategies have been defined, both negative and positive. The positive coping strategies include
play down, guilt denial, positive self-instruction, situational control, and reaction control.
Whereas the negative coping strategies include flight tendency, rumination, self-accusation, and
resignation (Kepalaite, 2013).
It is imperative that school districts find ways to supply tools and resources to support
their educators and prevent this burnout syndrome from happening.
Research Purpose
The purpose of this research study is to discover if the transition to virtual learning has a direct
negative impact on student success and engagement within the classroom, as well as a direct
impact on teachers in regard to burnout and attitude.
Research Questions
1. How do experienced teachers feel about the transition to virtual learning as it relates to
job satisfaction? This would be best answered by utilizing a mixed methods approach. A
questionnaire could be sent out to teachers that is graded by a set Likert scale, to get
quantitative data about factors of virtual learning that influence job satisfaction. A
separate survey could also be utilized that has open-ended questions so that educators can
reflect and voice their perceptions of virtual learning as it relates to their satisfaction in
the workplace.
2. What effects do virtual learning have on student success and engagement? This question
would be best answered by utilizing a mixed research method. In order to determine
student engagement, a qualitative survey could be conducted that allows participants to
express their feelings towards engagement in an online classroom. On the quantitative
side, test scores could be used to compare student growth and success in a traditional
classroom setting versus a virtual setting.
References
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