Date of Award

Spring 2022

Document Type


Degree Name

Doctor of Education (EdD)


Education Policy, Planning, and Administration

Committee Chairperson

David Backer, Ph.D.

Committee Member

Jocelyn Manigo, Ed.D.

Committee Member

Marie Bunner, Ed.D.


Does virtual learning impact student engagement in developmental education? This convergent mixed methods study measures student experience and perceptions during one such bridge program forced online during the COVID-19 pandemic. Using the Online Student Engagement Scale (OSE), I measured students’ perceived engagement levels in the online course (Dixson, 2015). Drawing from self-reflecting journal entries and observations, I measured students’ experience of participation and engagement. Understood through Astin’s (1999) Theory of Student Involvement, the findings of this study showed high perceived and demonstrated engagement in the developmental reading and study skills course. In addition, students struggled with their perceived study skills and finding time to engage with their peers. These results suggest that students can engage in a virtual setting but need structure and time to complete the required work.