First-Year Engineering Students' Experiences and Motivation Amid Emergency Remote Instruction

Autor/inn/en	Anwar, Saira; Menekse, Muhsin
Titel	First-Year Engineering Students' Experiences and Motivation Amid Emergency Remote Instruction
Quelle	In: IEEE Transactions on Education, 66 (2023) 4, S.330-338 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Anwar, Saira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-9359
DOI	10.1109/TE.2023.3236241
Schlagwörter	Engineering Education; Undergraduate Students; Distance Education; COVID-19; Pandemics; Learning Experience; Learner Engagement; Student Interests; Learning Motivation; Self Efficacy; Task Analysis; Time Management; Foreign Students; Student Attitudes; Teacher Student Relationship; College Faculty; Student Characteristics; Race; Educational Resources; Educational Change; Gender Differences; Ethnicity + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Distance study; Distance learning; Fernunterricht; Lernerfahrung; Studieninteresse; Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Aufgabenanalyse; Zeitmanagement; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Rasse; Abstammung; Bildungsmittel; Bildungsreform; Geschlechterkonflikt; Ethnizität
Abstract	Contribution: The study provides empirical evidence and a deeper understanding of COVID-19's impact on first-year engineering (FYE) students' learning experiences and motivation while accounting for gender and race/ethnicity-based variations. Background: In the Spring 2020, the COVID-19 pandemic forced campuses to close and shift unexpectedly to emergency remote instruction. These rapid transitions impacted all students, including FYE students. Research Questions: Based on the importance of the first-year experience of engineering students, this study investigated two research questions: (1) How does the rapid transition to emergency remote instruction affect FYE students' learning experiences? and (2) How do students' learning experiences during the pandemic relate to their motivation (self-efficacy and task value)? Methodology: A multimethod approach is used to investigate students' experiences on two dimensions: (1) engagement, learning, effort, concentration, interest, and interactions and (2) time management, study settings, and resources, by using ANOVA, regression models, and structural equation modeling (SEM). Results: Students who reported increased value of learning experiences reported higher self-efficacy and task value. Also, the results indicated that international students reported increased learning of new concepts, concentration in the class, interactions with instructors, and higher self-efficacy, while White and Asian students reported higher task value and availability of resources. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01