PurposeThis paper aims to study the perception of school students towards online classes via virtual meeting applications and to unravel the teachers' preparedness and students' preparedness for running synchronous online classes and its impact on student's engagement and their satisfaction during the period of lockdown due to COVID-19.Design/methodology/approachOn the basis of focused group discussions with teachers and students of top 10 private CBSE affiliated schools (National capital Region, Delhi, India), survey instrument was constructed. Further, 489 valid responses were finally analysed through partial least square (PLS) method and structural model was tested.FindingsAll the six independent variables such as teachers' structured approach, teachers' technical readiness, teachers' self-efficacy, students' technical readiness, students' autonomy and students' self-efficacy influenced students' engagement and satisfaction towards synchronous online classes significantly. The result of the structural model also reveals that students' engagement is a significant predictor of students' satisfaction.Research limitations/implicationsThe paper outlines the scope for future research in ascertaining more critical success factors other than satisfaction and engagement. Scope of this research suggests inclusion of not only schools but framework is also important for college and university level educational bodies. Data collection was confined to students only whereas viewpoint of teachers and parents may also be included.Originality/valueThis study devised a collaborative form of learning where both the parties learnt while making continuous interactions and also co-created value in terms of new skills. Provision of autonomy given to students can't be overlooked as an important indicator for his/her preparedness. As a result, students feel motivated to get engaged in the whole process which makes them satisfied and will be able to identify the learning outcomes equal to or greater than in physical classroom settings.
A Pandemic Crash Course: Learning to Teach Equitably in Synchronous Online Classes
