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dc.contributor.authorBehera, Amar Kumar
dc.contributor.authorde Sousa, Ricardo Alves
dc.contributor.authorOleksik, Valentin
dc.contributor.authorDong, Jingyan
dc.contributor.authorFritzen, Daniel
dc.date.accessioned2023-12-01T02:47:20Z
dc.date.available2023-12-01T02:47:20Z
dc.date.issued2022-06-06
dc.identifierhttps://chesterrep.openrepository.com/bitstream/handle/10034/628318/Student%20perceptions%20of%20remote%20learning%20transitions%20in%20engineering%20disciplines%20during%20the%20COVID-19%20pandemic.pdf?sequence=2
dc.identifier.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
dc.identifier.issn0304-3797
dc.identifier.doi10.1080/03043797.2022.2080529
dc.identifier.urihttp://hdl.handle.net/10034/628318
dc.description.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.
dc.publisherTaylor & Francis
dc.relation.urlhttps://www.tandfonline.com/doi/full/10.1080/03043797.2022.2080529
dc.rightsLicence for VoR version of this article starting on 2022-06-06: http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.sourcepissn: 0304-3797
dc.sourceeissn: 1469-5898
dc.subjectGeneral Engineering
dc.subjectEducation
dc.titleStudent perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study
dc.typeArticle
dc.identifier.eissn1469-5898
dc.contributor.departmentUniversity of Chester; University of Aveiro; Lucian Blaga University of Sibiu; North Carolina State University; SATC College, Criciuma
dc.identifier.journalEuropean Journal of Engineering Education
dc.date.updated2023-12-01T02:47:20Z
dc.date.accepted2022-05-12


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