Engineering student experiences of a remotely accessed, online learning environment

Hattingh, Teresa; Niekerk, Willem van; Marais, Henri; Geldenhuys, Yolani

doi:10.1109/weef-gedc49885.2020.9293652

Cited by 11 publications

(24 citation statements)

References 11 publications

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“…One way to circumvent this challenge is to draw upon an existing conceptual framework related to the problem and use it to inform the design of the instrument (e.g. Hattingh et al 2020;Jeffery and Bauer 2020;Refae, Kaba, and Eletter 2021). Another is to use or adapt an existing instrument (e.g.…”

Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

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The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students' experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017-2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students' learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

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Section: Introductionmentioning

confidence: 99%

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Wärfvinge

Lofgreen

Andersson

et al. 2021

European Journal of Engineering Education

View full text Add to dashboard Cite

show abstract

“…Methodologically, the three CoI elements, cognitive, social, and teaching presence, are included in all articles but one (Kovanović et al, 2015). Nihlawi et al (2018) and Hattingh et al (2020) consider a fourth presence, a learning presence (Shea & Bidjerano, 2012). Learning presence refers to self-directed learning skills.…”

Section: Methodologiesmentioning

confidence: 99%

“…Finally, the CoI framework is used to both evaluate and design (Chernosky et al, 2021;Hattingh et al, 2020;Jaksic, 2021;Padayachee & Campbell, 2022;Szeto, 2015). Chernosky et al (2021) identify key components of student satisfaction and engagement and develop an equitable instructional design model.…”

Section: Usage Of the Frameworkmentioning

confidence: 99%

“…Chernosky et al (2021) identify key components of student satisfaction and engagement and develop an equitable instructional design model. Hattingh et al (2020) evaluate engineering student experiences of an emergent remote online teaching and learning environment and provide insights into the design of online teaching and learning environments. Jaksic (2021) compares online laboratory experiences with what is already known about face-to-face learning and uses the CoI presence to establish an online environment.…”

Section: Usage Of the Frameworkmentioning

confidence: 99%

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Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

2023

JHETP

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The Community of Inquiry (CoI) framework has gained considerable attention as a theoretical and methodological means to understand and facilitate online learning experiences. Following calls for more studies investigating disciplinary differences and blended learning environments, this semi-systematic literature review summarizes and synthesizes CoI's application in online engineering education, to provide a base for informed judgments about its potential for educational research and practice in this particular context. Based on 22 reviewed articles, we show that CoI is a promising framework not only as an evaluation tool for online and blended learning environments in engineering education but also for the design of online engineering courses that want to build their learning design on a collaborative constructivist view of learning. However, compared to the richness of the general literature on CoI and in other fields, the utilization of CoI in engineering education is still very new and appears to still be in a junior state. Accordingly, we suggest several directions for improvement and further research.

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“…This research focuses on how students think about cyberspace, what it is for them, and how they characterise it. A deeper understanding of this issue can lead to significant progress in the design and implementation of online learning (Hattingh et al, 2020) or even blended learning (Rasheed et al, 2020) courses.…”

Section: Introductionmentioning

confidence: 99%

Cyberspace as a Space: Analysis of Metaphorical Statements of University Students

Černý

2021

PEC

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Over the last thirty years, technology has created a new space (cyberspace) where people meet each other, seek information, or simply try to navigate through. However, there is no consensus in research on the character of cyberspaces and the extent to which they are real. In the first systematic empirical research of this nature, the study found an answer to this question through a survey of metaphorical accounts of university students in Information Studies, and Librarianship (N=102) collected over three years (2019-2021). Cyberspace is a real space in students' experiences, language, and thought structures. A space that allows movement, orientation, and search to be related with one another. An environment in which cognition, learning, and knowledge are structuring activities. Learning and cognition in this space occur differently than in the physical environment, which poses a challenge for developing specific didactic practices and social programs for students. Students perceive cyberspace as linked to the need to acquire new epistemic tools to help them overcome the crisis of knowledge they experience through this space. Keywords: cyberspace, didactic practices, information literacy, metaphors, pragmatism, tacit knowledge, on life

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Engineering student experiences of a remotely accessed, online learning environment

Cited by 11 publications

References 11 publications

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

Considering the Community of Inquiry Framework in Online Engineering Education – A Literature Review

Cyberspace as a Space: Analysis of Metaphorical Statements of University Students

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