The paper reports a study aimed at investigating tertiary education students’ engagement and interactions in the traditional face-to-face learning environment and the sequentially applied distance online learning environment imposed by the sudden upsurge of a worldwide health emergency, the COVID-19 pandemic in Spring 2020. The study took place in four distinct science learning communities formed by a total of 347 undergraduate students attending three different academic majors (Chemistry, Environmental Science, and Food Science and Technology) and 13 postgraduate students attending a Masters program related to Chemistry Education, in two Greek universities. The majority of the measured variables were shown to depend on the institution, the academic major, and the semester of study, although to a varying degree. Data analysis provided evidence for a statistically significant lower level of emotional engagement in the online relative to the traditional learning environment among the students of all three undergraduate learning communities. Multiple regression analysis showed that this documented decrease in students’ emotional engagement is largely explained by the concurrent decrease at the level of human interaction (either student–student or student–instructor) upon the passage from the traditional to the online learning environment.

该论文报告了一项研究，旨在调查高等教育学生在传统的面对面学习环境中的参与度和互动情况，以及由于全球卫生紧急情况（COVID-19 大流行）的突然激增而施加的顺序应用的远程在线学习环境。 2020 年春季。该研究在四个不同的科学学习社区进行，由总共 347 名就读三个不同学术专业（化学、环境科学和食品科学与技术）的本科生和 13 名就读与化学教育相关的硕士课程的研究生组成，在两所希腊大学。大多数测量变量显示取决于机构、学术专业和学习学期，尽管程度不同。数据分析提供的证据表明，与传统学习环境相比，所有三个本科学习社区的学生在网上的情感参与水平在统计上显着较低。多元回归分析表明，在从传统学习环境过渡到在线学习环境时，这种记录在案的学生情感参与度下降在很大程度上是由于人际互动（学生-学生或学生-教师）水平的同时下降所致。