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Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study
Behera, Amar Kumar de Sousa, Ricardo Alves Oleksik, Valentin Dong, Jingyan Fritzen, Daniel
Behera, Amar Kumar
de Sousa, Ricardo Alves
Oleksik, Valentin
Dong, Jingyan
Fritzen, Daniel
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2022-06-06
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Abstract
This study captures student perceptions of the effectiveness of remote learning and assessment in two associated engineering disciplines, mechanical and industrial, during the COVID-19 pandemic in a cross-national study. A structured questionnaire with 24 items on a 5-point Likert scale was used. Parallel and exploratory factor analyses identified three primary subscales. The links between student perceptions and assessment outcomes were also studied. There was a clear preference for face-to-face teaching, with the highest for laboratories. Remote live lectures were preferred over recorded. Although students found the switch to remote learning helpful, group work and communication were highlighted as concern areas. Mean scores on subscales indicate a low preference for remote learning (2.23), modest delivery effectiveness (3.05) and effective digital delivery tools (3.61). Gender effects were found significant on all subscales, along with significant interactions with university and year-group. Preference for remote delivery of design-based modules was significantly higher than others.
Citation
Behera, A. K., de Sousa, R. A., Oleksik, V., Dong, J., & Fritzen, D. (2023). Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: A cross-national study. European Journal of Engineering Education, 48(1), 110-142. https://doi.org/10.1080/03043797.2022.2080529
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Taylor & Francis
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European Journal of Engineering Education
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Article
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0304-3797
EISSN
1469-5898