The COVID-19 pandemic resulted in significant changes to undergraduate education, as classes were forced online, and in-person activities were cancelled. Student skill development and influences on learning may be affected by COVID-19-associated online learning. In this thesis, we utilized group discussion assignments to engage students in online learning and modulate i) perceived and practical scientific literacy skill development, ii) learning approach, iii) perceived stress, and iv) learning-related emotions. Scientific literacy skill development was similar between online and in-person course formats. Additionally, deeper learning approaches were associated with greater perceptions of scientific literacy capabilities. There were significant associations between students’ stress levels, learning approach, and experiencing a range of positive and/or negative learning-related emotions. This work demonstrates the effectiveness of optional online group discussion activities to engage students in online learning and influence their scientific literacy skill development.