Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Khan, Zeashan Hameed; Abid, Muhammad Irfan

doi:10.1177/0020720920988493

Cited by 51 publications

(38 citation statements)

References 30 publications

(28 reference statements)

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“…Considering the importance of teachers’ self-efficacy in an effective ICT integration, several studies have suggested developing their pedagogical and technological skills by establishing training programs. The study by Khan and Abid (2021) revealed that the paradigm shift from face-to-face to online teaching-learning during the COVID-19 phase gave an advantage for teachers and students to acquire technological skills by using different digital tools and platforms. They also advocated employing an online certification decision matrix (OCDM) to assure online teaching effectiveness and readiness of teachers.…”

Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers’ perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

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Section: Resultsmentioning

confidence: 99%

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

et al. 2022

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“…Despite the relatively high satisfaction rate among medical students toward virtual public health field visits in this study, medical training needs face-to-face experiences and student-tutor interactions, which will still be limited in virtual learning. It is worthwhile to note that many tertiary education programs, particularly in engineering, have already accepted the new norm in learning as a mixture of hybrid and virtual learning ( 25 , 26 ). However, within the context of learning public health concepts, we believe that hands-on training along with virtual learning would be more suitable.…”

Section: Discussionmentioning

confidence: 99%

Innovations in Medical Education During the COVID-19 Era and Beyond: Medical Students' Perspectives on the Transformation of Real Public Health Visits Into Virtual Format

Alzayani

Alsayyad

Al‐Roomi

et al. 2022

Front. Public Health

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BackgroundAt the College of Medicine and Medical Sciences (CMMS), Arabian Gulf University (AGU), Bahrain, the Public Health Program comprises two core components, namely, lectures and field visits (consumer products safety, communicable diseases control, and food safety). Digital transformation has innovated the medical educational activities during the COVID-19 pandemic where the real public health field visits were transformed into a virtual format. This study is aimed to examine the potential effect of converting the real public health field visit programs into a virtual format during the COVID-19 pandemic.MethodsAll medical students who have submitted online feedback evaluation forms upon completing the Public Health Program in the academic years 2019–2020 (180 students; before the COVID-19 pandemic) and 2020–2021 (167 students; during the COVID-19 pandemic) were included in the study, a total sample size of 347 responses. Independent samples t-test was employed to compare students' feedback on Public Health Program before and during the COVID-19 pandemic while the Pearson chi-square test was used for categorical data. A p-value of <0.05 was considered statistically significant.ResultsThe mean score of students' satisfaction from the virtual program during the COVID-19 pandemic toward the consumer products safety and food safety field visits was significantly higher than that for students before the COVID-19 pandemic (the real field visits). However, there was no observed statistically significant difference for the Communicable Diseases Control visit. In addition, no significant differences were detected between the mean responses of male and female students toward all field visits, whether the feedback was provided before or during the COVID-19 pandemic.ConclusionTransformation of real public health field visits into virtual format is acceptable and applicable during the COVID-19 era and maybe beyond.

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“…Authors in [10] analysed the benefits and proposed the use of augmented reality (AR) in online delivery of power engineering education during pandemic. However, authors in [25] highlighted some key challenges such as the unavailability of internet service, and limited resources accessibility during the COVID-19 outbreak, which is also experienced by many students in Brazil [26]. Authors highlighted that there is a lack of policy guidelines for online delivery of engineering courses and assessment techniques for quality teaching.…”

Section: Globally Observed Covid-19 Challenges On Educationmentioning

confidence: 99%

Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education

Arif

Shafiullah

2022

Sustainability

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The education system is continuously modernizing by accommodating the need due to the industrial revolution. Various teaching modes are also introduced including a diverse range of students, particularly in engineering education. The COVID-19 pandemic has disrupted normal education worldwide, forced to shut down campus activity for an extended period which forced Universities to adopt alternative approaches to continue student’s academic year. Engineering education faced significant challenges to find a realistic substitution for lab-based hands-on activity as well as group or team-based learning experiences. It is therefore very important to know the challenges and ways to address them. This paper evaluates the teaching and learning experiences observed in engineering education in Australia and abroad during the COVID-19 period compared to the pre-COVID period. The key motivation of this study is to identify key challenges arises due to COVID-19, develop Teaching & Learning (T & L) approaches to address these challenges and evaluate the effectiveness of the applied changes in the T & L approach, identify shortcomings, and find ways to improve them. The student feedback on selected engineering units have been collected from Deakin and Murdoch university in Australia to evaluate the performances of the applied changes. This data is considered as an authentic source of information to compare and identify the key challenges and effectiveness for students’ learning in pre-COVID and during COVID condition. This study later explored various literatures to gather experiences from other universities across the globe and by analysing all findings including academic experiences finally developed constructive recommendations for improvement. It is found that the current form of online mode of teaching has room to improve further as one segment of students finds it challenging and some others like a few approaches. It is also found that the online infrastructure, staff skills to innovate new unit designs, and motivating students are the other challenging areas. Therefore, a new teaching and learning framework is required to overcome all the challenges for future learning.

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Distance learning in engineering education: Challenges and opportunities during COVID-19 pandemic crisis in Pakistan

Cited by 51 publications

References 30 publications

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Teachers’ Perceptions of Technology Integration in Teaching-Learning Practices: A Systematic Review

Innovations in Medical Education During the COVID-19 Era and Beyond: Medical Students' Perspectives on the Transformation of Real Public Health Visits Into Virtual Format

Exploring Teaching and Learning Experience during COVID-19 Pandemic in Engineering Education

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