'What if My Wi-Fi Crashes during an Exam?' First-Year Engineering Student Perceptions of Online Learning during the COVID-19 Pandemic

Autor/inn/en	Howcroft, Jennifer; Mercer, Kate
Titel	'What if My Wi-Fi Crashes during an Exam?' First-Year Engineering Student Perceptions of Online Learning during the COVID-19 Pandemic
Quelle	In: European Journal of Engineering Education, 47 (2022) 3, S.501-515 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Howcroft, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2022.2031115
Schlagwörter	Internet; College Freshmen; Engineering Education; Student Attitudes; Electronic Learning; Distance Education; COVID-19; Pandemics; Curriculum Design; Coping + Suchen Sie Ihr Suchwort? Studienanfänger; Ingenieurausbildung; Schülerverhalten; Distance study; Distance learning; Fernunterricht; Lehrplangestaltung; Bewältigung
Abstract	The COVID-19 pandemic necessitated a rapid transition to remote education in post-secondary institutions. To understand the first-year engineering undergraduate student perceptions of this transition to online learning, surveys were administered in two design-focused first-year engineering courses with a total of 201 enrolled students. A thematic qualitative analysis of open-ended survey questions resulted in 7 themes: "Health & Safety," "Growth Mindset," "Student Agency," "Course Design," "Coping/Management," "Execution," and "Technology." Students expressed positive and negative perceptions of remote education and included opinions related to current and future learning, and future careers. Most student perceptions were grounded in fear of the unknown, and student mental health emerged as a predominant undercurrent in the data. The identified themes and underlying student perceptions suggest that instructors teaching online should aim to (1) support communication, collaboration, and student engagement, (2) promote meaningful learning and growth mindsets, and (3) foster strong learning partnerships and class experiences. (As Provided).
Anmerkungen	Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01