“Online versus Face-to-face Collaborative Learning: Perceptions of Students and Instructors of Technical Writing for Engineers”

Morsi, Wesam Khairy; Assem, Hala Medhat

doi:10.1109/educon46332.2021.9454106

Cited by 5 publications

(6 citation statements)

References 15 publications

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“…The preliminary results of one study highlight the absence of a shared process between groups and lecturers when conducting synchronous collaborative sessions using breakout rooms: teachers lack easy access to group conversations online, while in face-to-face settings aspects of improvement can potentially be identified by simply walking into the room and listening to conversations among students (Sá & Cruz, 2021). However, in Morsi & Assem's (2021) study instructors emphasized that answering questions for each group in collaborative group projects with large numbers of students can be difficult and time consuming in face-to-face settings, whereas asynchronous online provision of feedback provides an opportunity for detailed and documented feedback and allows problematic areas in the project report to be formatively highlighted.…”

Section: Student-teacher Interactionsmentioning

confidence: 99%

“…The asynchronous delivery of learning content allows students to view videos at any time; one study suggests that this can result in fewer requests for teacher support (Ripoll et al, 2021). In addition, synchronous activities may also yield benefits in online environments, as findings from one study suggest that working online may improve student motivation and focus by alleviating distractions such as side-chats (Morsi & Assem, 2021). However, distractions in online environments, such as games, YouTube videos, or other content that pops up on students' screens, may also impact student concentration (Cho & Kim, 2021).…”

Section: Student-content Interactionsmentioning

confidence: 99%

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Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

et al. 2023

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The aim of this paper is two-fold: firstly, to provide an overview of emerging digital practices that support collaborative learning, competency development, and digital literacy for student-centered learning environments in higher education during the rapid digital transition caused by pandemic-related lockdowns across the world, and secondly, to analyze and discuss how systematic reviews of generalized themes and trends can be combined with contextualized experiences and the lessons learned from the Covid-19 crisis to inform the digital transformation of higher education, with a particular focus on bridging the gap between campus-based teaching and online learning and on the identification of the digital competencies that teachers and students must acquire during the continuing shift into a ‘new normal’ for post-pandemic educational practices. This study was motivated by questions and findings emerging from an early reactive case study conducted by three of this paper’s co-authors (Lyngdorf et al., 2021a). By reviewing the full texts of 18 articles, this study provides a systematic literature review which maps the general landscape of the online, hybrid, and blended digital practices applied in existing student-centered learning environments in higher education since the onset of the pandemic. Furthermore, this mapping is used to revisit data and findings from the earlier reactive study of emerging digital practices in a specific problem- and project-based learning (PBL) environment. This study’s findings highlight critical factors and barriers related to emerging practices which support students’ interactions with teachers, content, and each other, as well as the emerging competencies that these practices will require. The paper concludes with a discussion of the main findings and their implications for further research and practice.

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Section: Student-teacher Interactionsmentioning

confidence: 99%

Section: Student-content Interactionsmentioning

confidence: 99%

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

et al. 2023

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“…Technical writing is a communication process that aims at dealing and delivering technical information and subjects via writing (Agoki et al , 2007; Ahern and Abbott, 2007; Epaminonda et al , 2019; Oakley et al , 1999; Rice, 2014). It conveys important information in a clear and accurate way to an audience with specific purpose (Kho et al , 2019; Morsi and Assem, 2021). Thus, technical writing competency is necessary for any company.…”

Section: Introductionmentioning

confidence: 99%

“…Consequently, students’ ability to communicate effectively, even with native-speaking students and institutions, has become one of the most important competencies emphasized by international accreditation agencies like the Accreditation Board for Engineering and Technology (ABET) in recent years (Ahern and Abbott, 2007). Accordingly, higher education institutions have adopted new plans to integrate a course in technical writing and communication skills in engineering and IT curricula (Agoki et al , 2007; Kho et al , 2019; Morsi and Assem, 2021; Rice, 2014).…”

Section: Introductionmentioning

confidence: 99%

Students’ achievement in an online course on technical writing and communication skills

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

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Purpose This study aims to investigate students’ satisfaction, self-efficacy and perceived competencies in a ‘technical writing and communication skills’ course after the switch of teaching the course from face to face to fully online during and after COVID-19. The study also measured the Achievement of Accreditation Board for Engineering and Technology course learning outcomes (CLOs). Design/methodology/approach A descriptive cross-sectional survey design approach was adopted in this study. Students were asked to respond to an online survey after completion of the course to measure the target parameters. The data of 250 respondents, analyzed with IBM SPSS Statistics 28, show high scores on all constructs. Findings Statistically significant differences among gender, field of study, grade point average (GPA) level, type of school attended and attainment of English proficiency certificate were detected for students in terms of their baseline perceived competencies, achievement of CLOs and self-efficacy scores. In addition, gender, field of study, GPA and holding an international English proficiency certificate had statistically significant effect, whereas the academic level and type of school were insignificant. Research limitations/implications First, the data had been collected through survey only. A limitation of this method is that there could be survey fraud. Second, as some respondents found the survey long, their responses might have been less reliable. Moreover, as the survey was entirely conducted online, this may have caused limited sampling, because some respondents are less likely to have internet access/disconnection and respond to online surveys. Furthermore, this research had focused on studying the impact of an online course on university students’ achievement in a Jordanian university, this limits the generalizability of the result to students of other levels and classes, or ones studying in other universities or living in different countries. Practical implications Because of its impact on effective teaching and achievement, educators need to pay much attention to self-efficacy when designing new curricula for different environmental contexts. Furthermore, it is apparent that some courses, such as “technical writing” can be taught fully online without affecting students’ performance and achievement. Because educators always look for ways that make teaching effective, they may need to consider online platforms for teaching specific courses, hence save time, effort and resources. Originality/value A course on technical writing and communication skills offered to undergraduate engineering and information technology students at Princess Sumaya University for Technology was switched from face to face to fully online modality during the COVID-19 pandemic in the period 2020–2021. The effect of such massive and sudden transformation on students’ achievement and satisfaction called for immediate scrutiny of the prospect and expectancy of online learning.

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“…Even if there are people or communities who prefer face-to-face activity [64], there is research that has shown that the blending variant, a mix between physical and online [65,66], due to efficiency, benefits the emotional life and social development of the individual.…”

Section: Introductionmentioning

confidence: 99%

Sustainable Education in the Context of COVID-19: Study of the Social Perception and Well-Being of Students at the Faculty of Engineering in Sibiu, Romania

Cioca

Bratu

2021

Sustainability

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The COVID-19 pandemic has had global effects on all industries and on people around the world. The COVID-19 pandemic has had repercussions both politically and economically, as well as on society and the individual, i.e., on the human psyche. Although the effects on the human psyche have been highlighted in research, the well-being of the individual in correlation with social perception have not been addressed in this context but in different situations. The review of the relevant literature has also identified a knowledge gap concerning online vs. face-to-face learning, from the perspective of psychological, pedagogical and managerial factors. The present study aims to address the relationship of well-being—social perception—academic performance during the COVID-19 pandemic on a group of students from the Faculty of Engineering in Sibiu, Romania. Three types of instruments were used to evaluate the studied characteristics: the Warwick Edinburgh Mental Well-being Scale (WEMWBS), the SKS method for generating feedback and the grid for assessing knowledge. The results showed the increase of the three parameters studied, after quarantine. The conclusions of the research are that, despite the greater variation in mood, caused by stress, anxiety and tension, the well-being of the subjects increased and the positive feedback provided increased significantly. The results lead to the formation of a positive self-image of students, which also has an impact on learning outcomes.

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“Online versus Face-to-face Collaborative Learning: Perceptions of Students and Instructors of Technical Writing for Engineers”

Cited by 5 publications

References 15 publications

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

Emerging Digital Practices Supporting Student-Centered Learning Environments in Higher Education: A Review of Literature and Lessons Learned from the Covid-19 Pandemic

Students’ achievement in an online course on technical writing and communication skills

Sustainable Education in the Context of COVID-19: Study of the Social Perception and Well-Being of Students at the Faculty of Engineering in Sibiu, Romania

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