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International Journal of Engineering Education ; 38(5):1629-1642, 2022.
Article in English | Web of Science | ID: covidwho-2102185


In mid spring 2020, an unprecedented Covid-19 induced switch of learning mode, from face-to-face instruction to online learning, disrupted not only teachers, but also students, both cognitively and emotionally. This study seeks to understand how students felt about their capabilities to succeed in the online learning environment (OLE) and which online learning features (OLF), offered to them by their instructors, positively, negatively, or neutrally impacted their learning. Three research questions guided this study: (1) What online learning features did students perceive as contributing positively, negatively, or neutrally to their learning and how were these perceived contributions related to students' demographics?;(2) How did students feel about their capabilities to succeed in the OLE?;and (3) How did students' feelings change during their online learning experiences and how did these changes relate to students' gender, academic performance, and prior online experience? An online survey was designed and face-validated to solicit information about students' perceptions about online learning features and feelings about their capabilities to succeed in the OLE. The 13-item survey consisted of 10 multiple-choice/multiple-answer and 3 open-ended questions. One thousand two hundred and thirty-seven (N = 1237) students taking 27 different courses, from 6 different institutions participated in the study. Presentation of the qualitative analyses of open-ended survey responses is outside the scope of this paper. Findings suggest that the three most frequent OLFs provided to students were electronic homework submission, recorded video lectures, and electronic exams. While video lectures, homework electronics submission, and downloadable documents or files were reported to be the top three OLFs that contributed positively to students' learning, poor internet performance, online exams, and projects were the top three OLFs that were reported to have contributed negatively to student learning. Changes in students' feelings during the online learning experience were also reported.

129th ASEE Annual Conference and Exposition: Excellence Through Diversity, ASEE 2022 ; 2022.
Article in English | Scopus | ID: covidwho-2045964


This paper describes a National Science Foundation-funded Research Experiences for Undergraduates (REU) Site program conducted through virtual working environment. Due to the Covid-19 pandemic, REU 2021 activities were conducted online through Canvas and Zoom communication platforms. The major aim of this program is to provide undergraduate students with experiences in engineering education research (i.e., education research in the context of engineering). This paper provides an overview of the program, and briefly describes the virtual working environment, and students' research experiences during the 10-week program. A total of 11 undergraduate students, seven graduate mentors, and seven faculty mentors have actively participated in the program. The program is conducted in two phases: Phases 1 (i.e., Weeks 1-2) and 2 (i.e., Weeks 3-10). Phase 1 consists of preparatory and foundational work that is delivered to participants and will allow them to begin Phase 2 with some educational research foundation already established. The results of the project evaluation show that the program has made a positive impact on increasing education research skills and communication skills of the participating REU students. The participating REU students reported that the research projects they worked on increased their motivation and confidence for continuing to engage in engineering education research. Four participants (i.e., 36.4% of the total participants) suggested that, if available, they would prefer face-to-face over a virtual REU program. Another four participants (i.e., 36.4%) felt that both face-to-face and virtual would offer the same quality of research experiences, and 3 participants (i.e., 27.2% of the total participants) voiced their preference of virtual over face-to-face REU program. © American Society for Engineering Education, 2022.