Comparing e-learning courses pre and during the COVID-19 pandemic in physics: The effect of classroom and distance learning

The impact of the COVID-19 pandemic on students’ engagement and learning achievement is widely recognised. Many studies provide evidence for this finding, but there rarely are comparative investigations of identical teaching units used in-class before and during the COVID-19 pandemic. This study addresses the transition from traditional classroom learning to distance learning on example of the use of e-learning courses in physics with significant challenges, especially regarding the inclusion practical work. Drawing on data from 1023 students, the research employs linear mixed-effect models to analyze the influence of time and setting (before vs. during COVID-19 pandemic) on students’ behavioural engagement, affective engagement and physics achievement. Results indicate a decline in behavioural engagement in physics instruction during the pandemic especially for activities involving practical work. Interestingly, affective engagement as well as physics achievement did not develop differently during the pandemic. These findings underscore the importance of engaging students in the learning process, especially during extended periods of distance learning and highlight the challenges for physics instruction, in particular practical work. The study contributes insights for physics and science educators as well as policymakers in designing effective e-learning courses, particularly in times of crisis such as the COVID-19 pandemic.