An Analysis of Hybrid Virtual Lecture Engagement

A hybrid virtual lecture can be defined as faculty remotely delivering a lecture online and learners were taking part on campus. How to evaluate if engagement takes place in a hybrid virtual lecture is challenging. This research proposes an analysis of student engagement in a hybrid virtual lecture in order to identify if interventions are required to support the learning environment. Engagement metrics such as skills, emotional and performance and participation are identified from the student course engagement questionnaire. Students that have disengaged from the course are given interventions such as interactive digital elements, feedback, direct communication, and group activities. Results demonstrate that emotional engagement has a high focus during the assessment periods representing affective engagement of student feelings, attitudes, and perceptions towards the learning. In response the lecture was adjusted to include emotional interactions such as activities in which students relate course concepts to personal development. Results show promise for the identification of interventions.