ABSTRACT
New Engineering Education (NEE) has become increasingly important in higher education in China. The COVID-19 pandemic has forced higher education institutions to adopt online and hybrid modes of instruction globally, with Massive Open Online Courses (MOOCs) becoming a primary educational tool. In this paper, we explore the impacts of online/hybrid modes on NEE courses in the context of the COVID-19 pandemic. We hypothesized that the rapid transition to online/hybrid modes may have negatively affected students due to insufficient preparation by teachers. This hypothesis was tested through an investigation involving 787 students conducted in 2020 and 2021. The results indicated that, while most students considered online/hybrid modes a helpful tool for their studies, 28.69–36.74% of participants reported significant issues. Through one-to-one interviews with negative/neutral attitude students, we found that insufficient and burdensome communication/interaction with classmates and teachers was the main contributor to these issues. We conclude by proposing a conceptual path to address the issues raised in the study, as well as offering the obtained results as a critical reference for educational researchers seeking to improve the quality of online/hybrid courses and contribute to the field of education. © 2023 by the authors.