Abstract
The COVID-19 pandemic has forced nearly every tertiary institution to move its academic programmes online. Students have had to study at home, while educators have had to become expert online teachers. Other students, however, make a deliberate choice to study online as it provides them with access to formal learning while being able to work. Whether online learning is through choice or circumstances, engaging students in online learning is essential. This study incorporated an engagement framework into an online module and a face-to-face module which had to run fully online, creating opportunities for social, cognitive, behavioural and emotional engagement to occur. Using an action research approach, the engagement strategies were planned, put into action and the student perceptions were observed and reflected on. Both groups of students found the social media platforms used in the modules to be beneficial; they also found that the online material and assessments encouraged cognitive engagement. The face-to-face students struggled with physical isolation and anxiety and not all of them enjoyed the shift to online learning. They strongly felt that they need to connect with peers to enhance their learning. The online students showed a strong responsibility for their learning confirming the importance of self-regulation in online learning. The students’ perceptions showed that the framework can be implemented in multiple settings with care and consideration.