Abstract
The quantitative, causal-comparative study examines the problem of low levels of student engagement within online undergraduate courses. Through the theoretical lens of connectivism, lecture formats were examined to understand their role in online engagement, given their interactivity and the communication between instructors and peers. To investigate the role of lecture formats in student engagement, an ANOVA was conducted to compare engagement rates among students who attended live lectures, those who viewed recordings, and those who did not access either option. Study participants were United States citizens who attended eight-week, U.S.-based online undergraduate courses. The data was collected through Prolific.com, and the Online Student Engagement (OSE) questionnaire served as the study instrument. The results showed a statistically significant difference in engagement rates between students who attended live lectures and those who did not access either option. Students who attended live lectures reported higher levels of engagement; however, the effect size is small. The results highlight the complexity of student engagement and the need for further research.