The Effect of the COVID-19 Pandemic among Undergraduate Engineering Students in Jordanian Universities: Factors Impact Students’ Learning Satisfaction

Al-Tarawneh, Luae; Al-Nasa’h, Mais; Awwad, Ferial Abu

doi:10.1109/ietsec51476.2021.9440500

Cited by 7 publications

(7 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In other words, the online mode of instruction seems to highly suit the technical writing course. This conclusion agrees with the work by Al-Tarawneh et al (2021) who found a positive correlation between OLSE and online learning satisfaction. It also corresponds to Osmani (2021) who concluded that student learning self-efficacy improved with the online learning education system among Iranian medical students.…”

Section: Discussionsupporting

confidence: 93%

“…α coefficient values were 0.89, 0.84 and 0.86, respectively. In addition, adequate evidence of convergent and divergent validity was obtained through the significant correlations between subscales and other variables (Al-Tarawneh et al , 2021). The OLSE total internal reliability coefficient for the survey was strong ( α = 0.95).…”

Section: Methodsmentioning

confidence: 99%

“…All scales were used in their original form without any changes that might influence the validity. Previous research has proven that all used instrumentation was psychometrically sound and were administrated on engineering and IT students in English (Isnin et al , 2017; Isnin, 2017; Al-tarawneh et al , 2021).…”

Section: Methodsmentioning

confidence: 99%

“…Hsu et al (2019) and Naji et al (2020) concluded that OLSE during the COVID-19 pandemic was a key causal factor in students’ learning satisfaction. Al-Tarawneh et al (2021) found that self-efficacy for online learning was less than 50%, which raised the issue of whether students' experiences, technological system, instructors and families were affecting factors.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Yasin

Al-Tarawneh

Elissa

et al. 2022

ITSE

View full text Add to dashboard Cite

show abstract

“…However, overall, the vast majority of research confirms the important role of self‐efficacy. Recently, researchers found that self‐efficacy significantly predicted the satisfaction of students with distance learning (Al‐Tarawneh et al, 2021 ). Martin et al ( 2021 ) revealed that self‐efficacy is significantly associated with achievement and significantly mediates the relationship between adaptability and achievement.…”

Section: Introductionmentioning

confidence: 99%

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

2022

Computer Assisted Learning

View full text Add to dashboard Cite

Background: Self-regulated learning (SRL) ability is the key determinant of the success of full-time online learning. Thus, exploring the influencing factors of SRL and their influencing mechanisms is necessary to improve this ability among K-12 students.Objectives: The purpose of this study was to investigate the influence mechanism of teacher autonomy support on students' online SRL by examining the structural relationship among teacher autonomy support, parental autonomy support, students' self-efficacy, and students' online SRL. Methods: We use structural equation modelling and effect analysis to analyse the collected data from 961 Chinese K-12 students who engaged in full-time online learning in their homes during the coronavirus disease 2019 (COVID-19) outbreak. Results and Conclusions: Parental autonomy support and students' self-efficacy play crucial independent mediating roles in the influence of teacher autonomy support on students' online SRL. Parental autonomy support and students' self-efficacy have a chain mediating effect on the influence of teacher autonomy support on students' online SRL.Implications: On the basis of the results, we suggest that in order to develop students' online SRL ability, it is important for teacher to improve parental autonomy support and students' self-efficacy. In addition, base on the chain mediating effect, to improve students' online SRL, teacher autonomy support needs focus on parental autonomy support, and then parental autonomy support needs focus on improving students' self-efficacy.

show abstract

Remote Hub Lab – RHL: Broadly Accessible Technologies for Education and Telehealth

Hussein,

Chap,

Inonan

et al. 2023

Lecture Notes in Networks and Systems

View full text Add to dashboard Cite

The Effect of the COVID-19 Pandemic among Undergraduate Engineering Students in Jordanian Universities: Factors Impact Students’ Learning Satisfaction

Cited by 7 publications

References 18 publications

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

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

Effect of teacher autonomy support on the online self‐regulated learning of students during COVID‐19 in China: The chain mediating effect of parental autonomy support and students’ self‐efficacy

Remote Hub Lab – RHL: Broadly Accessible Technologies for Education and Telehealth

Contact Info

Product

Resources

About