Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

Abstract

This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students' readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.

Exploring the Impact of the COVID-19 Pandemic on University Students’ Learning Life: An Integrated Conceptual Motivational Model for Sustainable and Healthy Online Learning

“…As reported by Chiu and Chai (2020) [43], university leaders should consider the instructor's perspective, allowing them to better plan and motivating them to reduce unnecessary tasks that cause stress to both students and lecturers themselves. Previous studies reported that skilled supportive instructors and leaders are vital to cultivating motivation and self-efficacy among students [47,87]. Doing so will establish online learning environments that support active learning and student readiness for online learning [88][89][90].…”

“…As reported by Bandura (1995), competence is assumed to be associated with self-efficacy [48]. In this regard, individuals who perform ineffectively do not do so due to a lack of skills or knowledge but because they lack the self-efficacy to practice these skills and knowledge effectively [46,47]. In this subsection, we concluded that student's self-efficacy is an essential contributor to their sustainable wellbeing, as reported in previous studies which deemed self-efficacy as significant for academic success [49].…”

“…An individual's positive judgement of their performance appears to be essential in the development of self-efficacy [46]. Student self-efficacy represents a key factor in terms of how they advance their knowledge and ability to manage their online learning and control any problematic consequences they encounter [47].…”

“…Students should therefore be equipped with the necessary skills and knowledge about the online tools and platforms they will use when shifting from face-to-face learning to an online environment. [47] However, from a philosophical perspective, we must distinguish between competence and self-efficacy. As reported by Bandura (1995), competence is assumed to be associated with self-efficacy [48].…”

COVID-19: How Do Engineering Students Assess its Impact on Their Learning?

“…The author sees the benefits of online education and suggests that it should be continued after the COVID lockdown. K. Naji et al (2020) report their experience with the COVID-based transition for engineering students in Qatar, listing effective communication, proper pedagogical mode (e.g., student group projects), interactive mode of instruction, and availability of early assistance for students who struggle as the critical factors to overcome the problems with the online course transitions in response to COVID-19. Pradeep Sahu (2020) and P. Hiremath et al (2020) address the impact of COVID on the mental health and economic conditions of the students.…”