Investigating the Impact of Online Learning on Engineering Students’ Socialization Experiences During the Pandemic

Sweeney, Juliette; Liu, Qin; Evans, Greg J.

doi:10.24908/pceea.vi0.14864

Cited by 3 publications

(2 citation statements)

References 14 publications

(21 reference statements)

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“…In the present study, the participants reported a decrease in students' motivation and sense of belongingness to the classroom. Sweeney et al reported that anonymity in online communication may reduce students' sense of belonging [48].…”

Section: Decreased Desirable Social Learningmentioning

confidence: 99%

Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study

2023

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Background The increasing prevalence of COVID-19 affected all aspects of life, including education. Communication and interaction are vital in any form of education. This study explained health profession educators’ and students’ experiences regarding the challenges of communication and cooperation in exclusively online classrooms during the COVID-19 era. Methods The present descriptive explanatory qualitative study examined health profession educators’ and students’ experiences with exclusively online classrooms during the COVID-19 era. They were included in the study by purposive sampling. In-depth and semi-structured telephone interviews were conducted to collect data. The content analysis presented by Graneheim and Lundman was used to analyze the data. The present study employed four strength criteria: credibility, confirmability, transferability, and dependability. Results The results of the present study included communication and cooperation challenges in exclusively online classrooms related to the COVID-19 pandemic. Two themes emerged from 400 open codes: lack of students’ socialization and communication-related concerns, which each had subcategories. Conclusions Lack of students’ socialization and communication problems were identified as the participants’ main experiences. Defects in teacher training due to the sudden transition to virtual education, acquiring a professional identity that is possible in in-person education was also flawed. The participants experienced challenges in their class activities, leading to a decrease in trust, a lack of motivation to learn from students, and teachers’ teaching. Policymakers and authorities should adopt new tools and techniques to improve exclusively virtual education outcomes.

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Section: Decreased Desirable Social Learningmentioning

confidence: 99%

Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study

2023

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“…Individual factors that influenced students' learning effectiveness during the pandemic included their digital literacies, learning habits and behaviours, including self-directed learning capabilities [14,20]. Contextual influencing factors comprised teaching methods [17], studentstudent and instructor-student interactions, course design [7,21], and unequal online access in less well-off regions [14]. These factors could also have affected the perceptions of learning effectiveness of engineering students in the context of our study.…”

Section: Learning Effectiveness During the Covid-19 Pandemicmentioning

confidence: 99%

Engineering Students’ Perceptions of Learning Effectiveness: Implications from the Lived Experiences Amidst a Mixture of In-Person and Online Instruction

Liu,

Evans,

Wei

et al.

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Grounded in the existing literature on learning effectiveness in postsecondary education, this study aimed to develop better understandings of learning effectiveness in the context of increased digital teaching and learning in the post-pandemic era. We applied interpretative phenomenological analysis to focus group data collected from undergraduate engineering students at a comprehensive Canadian university during summer 2022. The findings of this study confirm students' interpretation of learning effectiveness in terms of both learning outcomes and processes. The learning process perspective was related to the affective, cognitive, and behavioural domains of student engagement. Efficiency in learning and ease of access to learning resources were also identified as indicators of learning effectiveness. In particular, under the mixed in-person and online instruction modes, engineering students interpreted their learning effectiveness as a result of individual-contextual interactions. Students developed their own perspectives on the advantages and disadvantages of in-person and online instruction based on their experiences during the pandemic. For some engineering students, their discipline-based understandings of learning contexts in various courses shaped their perceptions of learning effectiveness, which suggests the role of engineering and personal epistemologies in perceived learning effectiveness. This can be an area of future research on learning effectiveness. Scholarly and practical implications from these findings are discussed.

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A comparative study on undergraduate engineering student socialisation before and during the COVID-19 pandemic

Reeping,

Finelli,

Millunchick

et al. 2024

European Journal of Engineering Education

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Investigating the Impact of Online Learning on Engineering Students’ Socialization Experiences During the Pandemic

Cited by 3 publications

References 14 publications

Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study

Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study

Engineering Students’ Perceptions of Learning Effectiveness: Implications from the Lived Experiences Amidst a Mixture of In-Person and Online Instruction

A comparative study on undergraduate engineering student socialisation before and during the COVID-19 pandemic

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