ABSTRACT
Technology is one of the modes of education to optimize teaching and learning methodologies in imparting knowledge. Talking about higher educational institutes, one can see the same pedagogy as it used to be a decade ago. However, these Institutes are plagued by many challenges like lack of infrastructure and inadequate technology access, and it is essential to see how these burgeoning technologies (ICT) are fostering and bridging this massive gap of teaching and learning and keeping pace with the rest of the part of the globe. ICT has revolutionized almost every sphere of society. The education system is one of the sectors that has also undergone a massive change with ICT incorporation. After the arrival of the worldwide covid pandemic, the use of ICT in education has increased extensively. This paper has performed a comparative analysis on ICT usage by the students and teachers of engineering institutions in pre-covid age and post-covid age. The survey method of data collection has been used in this research work. Analysis of results has revealed that the usage of ICT by the students and teachers has been significantly increased after the arrival of covid. Moreover, the presented work has highlighted the issues raised by the students and teachers in the post-covid time. © 2022, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
ABSTRACT
Present study aims to investigate the implications of COVID-19 on the learning satisfaction of engineering students. In this regard, data were collected from 623 students living in the urban/rural areas and studying in the public/private universities of a developing country. Authenticity of the data was checked with the help of KMO (Kaiser-Meyer-Olkin) and Bartlett tests, while descriptive statistics, ANOVA, and multiple regression were used for data analysis. The results indicated an asymmetrical pattern, as the students living in urban areas and studying in private universities expressed the highest level of satisfaction (84.6%), while the students living in rural areas and studying in public sector universities expressed the lowest satisfaction scores (54.1%). It was observed that home learning conditions, availability of suitable computing devices, quality of internet services, and instructional methodology had the greatest impact on student learning satisfaction. Afterwards, structured interviews were conducted with the concerned stakeholders to develop a remedial framework for the guidance of universities. Although, the focus of the study was engineering students, yet the insights of the paper are quite generic and can be applied to other educational fields as well.