Implementation of Virtual Training: The Example of a Faculty of Computer Science during COVID-19 for Sustainable Development in Engineering Education

Abstract

Research on faculty engagement in computer science and e-learning environments is limited. Students in computer science majors and courses often cite the lack of engagement of their faculty as a reason for their decision to switch majors, drop out or perform poorly. With the shift to e-learning associated with the current global pandemic, reports of faculty engagement across countries and higher education systems converged to indicate a reduced level of interactivity. Using a cross-sectional sample of 39 lecturers and professors from a southern public university in Saudi Arabia, this manuscript documents empirically the low levels of computer science faculty engagement during the 2020 spring semester (March–May). The study found support for the hypotheses linking higher levels of empathetic instruction, an exhibition of exemplary performance traits, utilization of community building strategies and use of storytelling and students’ engagement. The study also found that many faculties need immediate and significant training on making their online instruction more interactive and exciting. Theoretically, the evidence presented confirms the importance of faculty engagement as the main predictor of desirable students’ outcomes across e-learning, as well as computer science learning environments.

Higher education for sustainable development during the COVID-19 pandemic in Ukraine

“…Many scholars report the need for improving digitalised teaching and education quality via innovation (Pu et al, 2022;Sá & Serpa, 2020). To do so, teachers require significant training in providing quality online education (Rajab et al, 2022).…”

L'experiència acadèmica i el benestar de l'estudiantat en situació de risc en estudis STEM

“…• Als i a les alumnes els va agradar l'actitud de suport i empatia per part del professorat, que els demanessin retroalimentació per a millorar la docència i que estiguessin atents a les seves necessitats més enllà de les purament acadèmiques. Una instrucció empàtica juntament amb estratègies de creació de comunitats augmenten la participació i compromís dels i de les estudiants en el procés d'aprenentatge (Rajab et al, 2022).…”