Faculty and Student Perceptions of Online Learning in Engineering Education

Kinney, Lance; Liu, Min; Thornton, Mitchell A.

doi:10.18260/1-2--21387

Cited by 26 publications

(26 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, there is a positive correlation between students and faculty in their perception of teaching and learning (Seok et al, 2010). Faculty and students of engineering specialties incurred that theoretical engineering subjects can be taught online, while teaching practical courses online are less effective and should be conducted at engineering labs (Kinney et al, 2012). Similarly, students' and faculty perceptions were marginalized differently in teaching laboratory courses online (Beck and Blumer, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

View full text Add to dashboard Cite

COVID-19 pandemic has disrupted teaching in a vriety of institutions. It has tested the readiness of academic institutions to deal with such abrupt crisis. Online learning has become the main method of instruction during the pandemic in Jordan. After 4 months of online education, two online surveys were distributed to investigate faculty’s and Students’ perception of the learning process that took place over that period of time with no face to face education. In this regard, the study aimed to identify both faculty’s and students’ perceptions of online learning, utilizing two surveys one distributed to 50 faculty members and another 280 students were selected randomly to explore the effectiveness, challenges, and advantages of online education in Jordan. The analysis showed that the common online platforms in Jordan were Zoom, Microsoft Teams offering online interactive classes, and WhatsApp in communication with students outside the class. The study found that both faculty and students agreed that online education is useful during the current pandemic. At the same time, its efficacy is less effective than face-to-face learning and teaching. Faculty and students indicated that online learning challenges lie in adapting to online education, especially for deaf and hard of hearing students, lack of interaction and motivation, technical and Internet issues, data privacy, and security. They also agreed on the advantages of online learning. The benefits were mainly self-learning, low costs, convenience, and flexibility. Even though online learning works as a temporary alternative due to COVID-19, it could not substitute face-to-face learning. The study recommends that blended learning would help in providing a rigorous learning environment.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

2021

View full text Add to dashboard Cite

show abstract

“…In this respect, Kinney et al (2012) demonstrated that technical topics are suitable to be effectively taught through online methods, suggesting at that moment that such methods are crucial for the future of online engineering education. On the other hand, the results of the study underlined that engineering lab experiences cannot be delivered online.…”

Section: Introductionmentioning

confidence: 99%

The Usefulness of Online Learning During the Covid19 Pandemic as Perceived by Engineering Education Students: A Multidimensional Model

Gorghiu

Pribeanu

Manea

et al. 2021

JBSE

View full text Add to dashboard Cite

With the unprecedented crisis created by the Coronavirus pandemic, online teaching and learning became a global solution - embraced by the whole world - that tried to cover, at least in part, in part the problems encountered by the educational systems. An exclusively online format of teaching and learning proved to be a challenge for both the didactic and the learning process. Although the extant research during the pandemic is very abundant, there are few approaches addressing the different perceptions reported by university students enrolled in various programs. This research aims to explore the usefulness of online learning as perceived by civil engineering students, from a multidimensional perspective. A multidimensional model has been developed that manifests on four dimensions: social usefulness of online lectures, the usefulness of online learning platform, learning effectiveness, and, usefulness for school performance. The results show a relatively low perception of the online learning usefulness in an exclusively online educational context, which disables active learning through hands-on experience in laboratory and real-life building sites (considering the regular study process). The model has been cross-validated on a sample of students enrolled in various educational programs then the differences between samples have been analyzed and discussed. Keywords: Covid-19 pandemic, engineering students, learning platform, online education, perceived usefulness

show abstract

“…Delivering online hands-on laboratory, project-based courses, or computer labs is challenging versus the more traditional face-to-face environment. Faculty feel that teaching "lecture only" online course materials through streaming/recorded video content is most effective, while students feel that online education requires additional time and reduces interaction (Kinney et al 2012) with faculty and peer students. Similarly, Schmidt et al (2013) also suggested that online teaching requires more time than face-to-face teaching.…”

Section: Introductionmentioning

confidence: 99%

Challenge of Delivering Construction Courses in an Online Environment Based on Faculty Experiences

Adhikari¹,

Mosier²,

Langar³

EPiC Series in Built Environment

View full text Add to dashboard Cite

Online education has seen rapid growth through teaching and learning in university degrees. Higher education faculty have identified challenges while transitioning from face-to-face to online because of time management issues and the different instruction modalities. This study analyzes how construction faculty feel about the delivery of online instruction. A survey was developed to determine construction faculty expertise in delivering online content and their level of expertise after the changes due to the pandemic. The survey was conducted during the pandemic (May/August 2020). We asked faculty to reflect on the pre-pandemic vs pandemic perception course delivery method. The relevant survey questions focused on teaching experience, different delivery types, online teaching experience, course management resources, and proficiency of online teaching. While most responding faculty indicated traditional lecture was typically used for content delivery, the remaining faculty indicated “project-based learning, experimental laboratory course, or computer lab studio," as the content delivery method. From the faculty responses, there are challenges in delivering online construction courses having components of project-based learning, experimental laboratory course, and computer lab studio. The survey responses identified specific concerns about online courses from construction faculty members. Online delivery is difficult for teaching hands-on or experimental lab types of construction courses. Some construction faculty also identified concerns about academic integrity in the online delivery of construction courses.

show abstract

Faculty and Student Perceptions of Online Learning in Engineering Education

Cited by 26 publications

References 11 publications

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

Faculty’s and Students’ Perceptions of Online Learning During COVID-19

The Usefulness of Online Learning During the Covid19 Pandemic as Perceived by Engineering Education Students: A Multidimensional Model

Challenge of Delivering Construction Courses in an Online Environment Based on Faculty Experiences

Contact Info

Product

Resources

About