Citizen participation in online communities of scientific investigations has recently become more popular. Enhancing the engagement of citizens within these communities is a focus of attention for researchers and practitioners who want to amplify the impact on learning, science and society. This study investigates the relationship between engagement factors and behaviour patterns in an online community that requires high levels of citizen participation. While other studies explore engagement in communities where citizens contribute data, the current research investigates a community to support citizens in facilitating their own scientific investigations. Data were collected from log files and questionnaires, and multiple measures of engagement were examined: engagement metrics, roles, motivation, attitude, satisfaction and belonging to the community. The results allowed comparison of the engagement levels among different types of citizen participation communities and categorised members in engagement profiles, according to their behaviour patterns. Findings indicate a need for differing design approaches based on the type of citizen participation community and individual engagement profiles.

Online citizen science projects have broadened options for accessing science and enabled different forms of participation in scientific research for adult and young volunteers. Yet, little is known regarding participation patterns among youth participants. Quantitative approaches were used to investigate the contribution of 183 young volunteers to citizen science on the iNaturalist platform and the participation behaviour that relates to their contribution. The participants accessed and used iNaturalist as part of one-day field-based events (bioblitzes) facilitated by museums. Compared to the observation behaviour of all iNaturalist users, as documented on the platform, the young volunteers observe fewer plants and birds, and more molluscs, arachnids and insects. The average daily contributions of young volunteers were found to be positively associated with a large proportion of active days on iNaturalist and a systematic contribution behaviour, yet negatively related to a long duration on the platform. This study enhances our understanding of young volunteers’ contributions to citizen science and provides insights for research on participation in online citizen science. Our findings have implications on how museums design the field-based events to encourage follow-up systematic participation and maintain active contribution.

Despite a growing body of work on understanding how students perceived the impacts of the Covid-19 pandemic, the effects on existing distance learning universities have received less attention. This study aimed to understand changes in distance learning students’ study habits (learning, assessment and social activities) and assess the factors associated with negative impacts. An online survey collected information on demographics, study-related information, Covid-19 personal circumstances and changes in study habits from 555 undergraduate students at The Open University, UK. Of the study population, an average of 36% reported negative impacts on their study activities and 15% positive impacts. Logistic regression analysis (n = 269) demonstrated that negative impacts on study habits overall were associated with difficulties in managing workload and limited interaction with other students. Other factors, such as socioeconomic background, study level, limited interaction with tutors, age, personal health, employment issues, and childcare and caring responsibilities, relate to particular study habits. Our findings have implications for how universities with new and existing distance learning practices address these factors and better support ongoing learning activity during Covid-19 and other similar disruptions.

Online community and citizen science (CCS) projects have broadened access to scientific research and enabled different forms of participation in biodiversity research; however, little is known about whether and how such opportunities are taken up by young people (aged 5–19). Furthermore, when they do participate, there is little research on whether their online activity makes a tangible contribution to scientific research. We addressed these knowledge gaps using quantitative analytical approaches and visualisations to investigate 249 youths’ contributions to CCS on the iNaturalist platform, and the potential for the scientific use of their contributions. We found that nearly all the young volunteers’ observations were ‘verifiable’ (included a photo, location, and date/time) and therefore potentially useful to biodiversity research. Furthermore, more than half were designated as ‘Research Grade’, with a community agreed-upon identification, making them more valuable and accessible to biodiversity science researchers. Our findings show that young volunteers with lasting participation on the platform and those aged 16–19 years are more likely to have a higher proportion of Research Grade observations than younger, or more ephemeral participants. This study enhances our understanding of young volunteers’ contributions to biodiversity research, as well as the important role professional scientists and data users can play in helping verify youths’ contributions to make them more accessible for biodiversity research.

Virtual Learning Environments (VLEs) are becoming commonplace in Higher Education. Amongst the latest VLE developments is the design and use of Virtual Microscopes (VMs) that allow for viewing and manipulation of online images by multiple students. Although students are found to be generally satisfied with the use of VMs, it is yet not known what teaching and learning conditions better support their use and lead to enhanced learning outcomes. The aim of this paper is to compare the usage patterns and perceptions of two different cohorts of undergraduate students that made use of the VM in blended and online only learning conditions respectively, and draw conclusions about the pedagogy that better supports teaching and learning with VMs. Data collected from a survey with 139 students and 11 semi-structured interviews revealed that blended learning better caters for students’ engagement and satisfaction due to the systematic use of the VM in course design, its complementary use with a physical microscope, and the ongoing provision of tutors’ support and guidance. Equally good perceived learning gains were reported by both blended and online only students. Implications for the design of learning environments around virtual microscopy are discussed.