The Impact of SARS-CoV-2 on Engineering Education: Student Perceptions from Three Countries

Åhag, Per; Hsu, Ying-Jui; Olsson, Leif; Sundberg, Leif

doi:10.1109/ieem45057.2020.9309900

Cited by 6 publications

(6 citation statements)

References 10 publications

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“…These results are in accordance with other works that reported an enhancement in collaboration (teamwork), digital skills, and in self-efficacy [31]. Other studies also claim that the online environment favored some students who were more self-motivated or with higher self-regulating capacities [33,49].…”

Section: Discussionsupporting

confidence: 91%

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

2023

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During 2020 and 2021, the world experienced a global change in everyone’s daily lives due to the COVID-19 pandemic. Students were confined in their homes but, luckily, had access to online classes. This study aims to assess the changes in self-efficacy perceived by engineering students in a school in Portugal. By helping to understand how students have changed their learning capacities, developed new strategies, and/or need more (or different) support to learn, teachers can target their teaching methods accordingly and contribute to a more sustainable education. A questionnaire was constructed and validated to assess students’ perceptions before and after the associated lockdowns. Five theoretically supported factors emerged from a statistical factor analysis: Communication and Empathy; Focus and Personal Organization; Teamwork and Individual Work Capacity; Technical and Cognitive Resources Management; and Emotional Resources Management. This work shows students’ percept that they improved their teamwork and individual work capacity and their technical and cognitive resources management. In general, students seem to have been able to be more autonomous as they managed to work and develop their cognitive resources; however, their emotional state and ability to focus decreased. Perceived self-efficacy was less affected in older students than in younger ones, suggesting that this group may have adapted better to the pandemic restrictions. Students who were already at university showed less impact than those moving from high school to university. There was also a difference between those who endured these changes at only one level of education and those who endured them at both levels (high school and university), with this last group being the most negatively affected.

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Section: Discussionsupporting

confidence: 91%

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

2023

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“…In addition to the above mentioned topics, studies have focused on the influence of the pandemic on the personal affairs of students, for example persistence in their degree (Lederman, 2021), their stress (Husky et al, 2020;Nakhostin-Ansari et al, 2020), concerns and uncertainty about the future and the "new normal" post COVID-19 (Åhag et al, 2020;States et al, 2021), and exam-related issues (Asgari et al, 2021;Bashitialshaaer et al, 2021;Gradišek & Polak, 2021). Initial evidence shows that the pandemic has had direct implications on the stress, anxiety, and depression experienced by students (Garcí a-Espinosa et al, 2021;Yadav et al, 2021).…”

Section: The Impact Of the Covid-19 Pandemic On Higher Educationmentioning

confidence: 99%

Science and Engineering Education as an Anchor in the Midst of a Changing World: The Case of Covid-19

Lis-Hacohen¹,

Binah-Pollak²,

Hazzan³

2023

HES

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The discourse on science and engineering education focuses on ways of preparing students, as future employees, and global citizens. While this discourse deals with the purposes and characteristics of engineering education, it tends to neglect the students’ perspectives. The purpose of this study was to provide insights into the perspectives of undergraduate science and engineering students with respect to six factors, during the Covid-19 pandemic: end-of-semester exams, financial situation, social life, extension of study duration, the future of the labor market, and how the world will look. A comprehensive questionnaire was distributed to all undergraduate students in a research science and engineering university in two consecutive academic years. Descriptive statistics and content analysis were applied. Our findings show that science and engineering students were mostly concerned about their end-of-semester exams. Their social life was the only factor that changed between the two periods in terms of the percentage of students who were concerned with it. As for the other factors, the percentage of students who were concerned about them remained comparatively the same in both academic years. The findings highlight the confidence students had during the pandemic, and demonstrate the resilience of science and engineering, especially in times of volatility.

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“…Due to the unprecedented spread of the virus, educational institutes went into lockdown mode. Both teachers and students entered the online education system with very little to no preparation [6]. Furthermore, because of the imposed lockdown, there have been social concerns reported by many students globally.…”

Section: A How Did the Transition Happen?mentioning

confidence: 99%

“…These include stress, physical fitness, lack of motivation, distractions (e.g., caring for kids, shared spaces with family members, etc.). Many studies have highlighted these issues in detail [6], [7]. The spectrums of these studies are broad as they cover the impact of COVID-19 on education in general.…”

Section: A How Did the Transition Happen?mentioning

confidence: 99%

Significant Transformation of Engineering Education

Ali

Shah

Khattak

2022

IEEE Technol. Policy and Ethics

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The Impact of SARS-CoV-2 on Engineering Education: Student Perceptions from Three Countries

Cited by 6 publications

References 10 publications

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

Science and Engineering Education as an Anchor in the Midst of a Changing World: The Case of Covid-19

Significant Transformation of Engineering Education

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