Literaturnachweis - Detailanzeige
| Autor/inn/en | Behera, Amar Kumar; de Sousa, Ricardo Alves; Oleksik, Valentin; Dong, Jingyan; Fritzen, Daniel |
|---|---|
| Titel | Student Perceptions of Remote Learning Transitions in Engineering Disciplines during the COVID-19 Pandemic: A Cross-National Study |
| Quelle | In: European Journal of Engineering Education, 48 (2023) 1, S.110-142 (33 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Behera, Amar Kumar) ORCID (de Sousa, Ricardo Alves) ORCID (Oleksik, Valentin) ORCID (Dong, Jingyan) ORCID (Fritzen, Daniel) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0304-3797 |
| DOI | 10.1080/03043797.2022.2080529 |
| Schlagwörter | Engineering Education; COVID-19; Pandemics; Distance Education; Electronic Learning; College Students; Student Attitudes; Preferences; In Person Learning; Laboratories; Gender Differences; Age Differences; Computer Assisted Testing; Foreign Countries; Instructional Effectiveness; United Kingdom; Portugal; Romania; United States; Brazil |
| 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. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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