Challenges and benefits of remote learning in context of competence development of engineering students during covid-19 pandemic

Abstract

For almost a year now, due to the restrictions of the Covid-19 pandemic, engineering studies at all universities have been organized remotely. Challenges of remote studies, which are not usually relevant in the face-to-face learning environment, are now emerging. This leads to new learning experiences that open opportunities to develop the competencies needed by engineering professionals. This article analysis challenges and benefits of remote learning at three Baltics States universities with focus on influence to the development of personal, social and learning to learn competence. The theoretical basis of the research is formed by self-directed learning findings, focusing on students' purposefulness and responsibility for learning. The empirical part is based on a survey of engineering students from the Latvia University of Life Sciences and Technologies, the Vytautas Magnus University and the Estonian University of Life Sciences on the challenges and benefits of remote learning during the COVID-19 pandemic. The results show that almost a quarter of the respondents prefer remote studies, which are mainly based on the principles of self-directed learning. Main challenges in the context of personal competence are difficulty focusing or paying attention to remote studies, and also motivation/desire to complete assignments, in the context of social competencecommunication with the teacher but learning to learn competence -digital skills to use distance learning platforms and tools and also the problem of availability of information on remote studies. The main differences between the countries: Estonian students communicate much more with each other, Lithuanians have the best digital skills to use distance learning platforms and tools, but almost all Latvians and Estonians participated in online lectures.

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“…Although ICT has been an important part of higher education for a long time, it was crucial during remote studies, when students had to put more effort to decide and choose what to focus on, identify things that are successful and areas that might need a little more work. This type of responsibility for one's education is characterized by self-directed learning (Vintere et al, 2021). Self-learning is an important part of higher education both in the context of the fourth industrial revolution and sustainable development (Briede, 2019).…”