Throughout 2020 and 2021, children and teachers turned to remote learning in their education. Engaging children in online learning became a challenging goal for teachers across the country. Children no longer had the motivation from their teachers and peers to support them in their learning, resulting in a lower rates of engagement than what would be expected in a face-to-face environment. A case study on student engagement in virtual classrooms found that 48% identified that keeping students interested and engaged was the biggest challenge in online teaching (Glover, 2020) As a result, teachers had to implement different strategies and techniques to increase engagement and motivation of the children in their class. The ‘Coronavirus (COVID-19): impact of school building closures – equity audit’ published by the Scottish Government discussed that during the first school closures in March 2020, communication, including virtual meetings and phone calls, were highly valued by learners and parents (Scottish Government, 2021). During the school closures in 2021, many teachers decided to implement increased teacher communication to try and tackle the issues related to online engagement. This enquiry will look closely how at increased teacher contact on an online setting can impact engagement in the online classroom.
The aim of this enquiry is to investigate if increasing teacher contact online, in the form of video lessons and check ins, increases pupil engagement in remote learning.