Correction to: Creativity Under COVID-19: How Technology Has Enhanced and Promoted Student Engagement Online (Applied Degree Education and the Future of Learning, Lecture Notes in Educational Technology, 10.1007/978-981-16-9812-5_6)

The original version of the chapter 6 was inadvertently published without page range in the reference Polkinghorne, D. E. (1995) on page 136, and this has been included now as in below: Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. International Journal of Qualitative studies in Education, 8(1), 5–23. The chapter and book have been updated with the changes. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Creativity Under COVID-19: How Technology Has Enhanced and Promoted Student Engagement Online

In 2020, the sudden outburst of COVID-19 changed teaching and learning drastically. Teachers and students worldwide had to adapt to hybrid teaching and learning within an extremely short period of time. This study focuses on how the sudden and involuntary changes in pedagogies brought about by the onset of COVID-19 impacted students’ class engagement in a general education (GE) course delivered online. The study also examines how features such as chatrooms and share-screen in the selected video-conferencing tool enhanced the hybrid mode of teaching and learning in the GE course in question. This study is one of the few studies with a focus on teaching and learning at the tertiary level in the context of creativity during COVID-19, and it aims to demonstrate how technology has facilitated and enhanced online student engagement in the said context. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.