Progreen Online Engineering Diploma in the Middle East: Assessment of the Educational Experience

Autor/in	Baytiyeh, Hoda
Titel	Progreen Online Engineering Diploma in the Middle East: Assessment of the Educational Experience
Quelle	In: European Journal of Engineering Education, 43 (2018) 2, S.264-277 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1359240
Schlagwörter	Foreign Countries; Online Courses; Educational Technology; Technology Uses in Education; Higher Education; Engineering Education; Online Surveys; Factor Analysis; Interpersonal Relationship; Self Management; Self Actualization; Interaction; Guidance; Student Attitudes; Correlation; Skill Development; Likert Scales; Lebanon; Egypt + Suchen Sie Ihr Suchwort? Ausland; Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ingenieurausbildung; Faktorenanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Selbstmanagement; Self actualisation; Selbstverwirklichung; Interaktion; Beratung; Schülerverhalten; Korrelation; Kompetenzentwicklung; Qualifikationsentwicklung; Likert-Skala; Libanon; Ägypten
Abstract	Little is known about the status of online learning in the Middle East. This study investigates educational experiences of engineers enrolled in the new joint online ProGreen diploma programme offered by three universities, two in Lebanon and one in Egypt. Forty-eight working engineers responded to an online survey based on the three components of the community of inquiry model: social presence, teaching presence, and cognitive presence. Exploratory factor analysis identified five factors: sense of belonging, self-directedness, self-actualisation, interaction, and instructional guidance. The findings showed that sense of belonging was the factor engineers rated highest but it did not correlate with instructional guidance. However, instructional guidance highly correlated with self-directedness and self-actualisation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01