Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study
AffiliationUniversity of Chester; University of Aveiro; Lucian Blaga University of Sibiu; North Carolina State University; SATC College, Criciuma
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AbstractThis 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.
CitationBehera, 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
PublisherTaylor & Francis
Except where otherwise noted, this item's license is described as Licence for VoR version of this article starting on 2022-06-06: http://creativecommons.org/licenses/by-nc-nd/4.0/