Real-world experiences of online learning: the effect of synchronous online learning on university students’ classroom engagement

Marwan Jarrah (), Sharif Alghazo, Mutasim Al-Deaibes and Hussein A. Alhawamdeh
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Marwan Jarrah: The University of Jordan
Sharif Alghazo: The University of Jordan
Mutasim Al-Deaibes: Yarmouk University
Hussein A. Alhawamdeh: The University of Jordan

Palgrave Communications, 2025, vol. 12, issue 1, 1-11

Abstract: Abstract While the effect of online learning on students’ academic achievement has been extensively studied, the impact of synchronous online instruction on students’ class engagement has not received enough attention in mainstream literature. This study addresses this gap and explores how the adoption of synchronous online learning has influenced Jordanian university students’ class engagement during the COVID-19 pandemic. The study adopted a mixed-methods approach that included classroom observations, semi-structured interviews with 15 lecturers and 30 university students, and a questionnaire that 140 university students filled out. Thematic analysis was used to analyse the interview data, and SPSS was used to generate descriptive statistics to analyse the questionnaire data. The study provides evidence that online learning has a significant effect on bolstering students’ classroom engagement: University students were found to have more active engagement in synchronous online classes than in face-to-face classes. For example, students were found to ask their tutors more questions, request more clarification, volunteer to explain some points to other students, and/or voice their concerns in online classes rather than in face-to-face classes. The study found several factors that encourage students to get actively engaged in online classes and recommends more application of online classes in university settings. This research adds to the literature by putting an emphasis on how online teaching can really be a great source of assistance in increasing student engagement and advocates for the inclusion of online teaching elements, keeping traditional teaching intact so that the learning environment is made to be interactive and engaging.

Date: 2025
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DOI: 10.1057/s41599-025-04701-6

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