Promoting Students’ Learning and Involvement Under Demanding Remote Environments

Viegas, Clara; Lima, Natércia

doi:10.1007/978-3-031-04286-7_29

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…During the pandemic, teachers and students adapted to online conditions and, in several cases, reinvented their way of teaching and their way of learning. Some studies [7][8][9][10] indicate that teachers made an effort to diversify teaching resources and applied new methodologies and support. Other studies [11][12][13] also indicate that students struggled with online classes and felt that they were more productive when there was interaction between the teacher and the students or between students.…”

Section: Students' Classrooms Since the Pandemicmentioning

confidence: 99%

Engineering Students’ Perception on Self-Efficacy in Pre and Post Pandemic Phase

2023

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During 2020 and 2021, the world experienced a global change in everyone’s daily lives due to the COVID-19 pandemic. Students were confined in their homes but, luckily, had access to online classes. This study aims to assess the changes in self-efficacy perceived by engineering students in a school in Portugal. By helping to understand how students have changed their learning capacities, developed new strategies, and/or need more (or different) support to learn, teachers can target their teaching methods accordingly and contribute to a more sustainable education. A questionnaire was constructed and validated to assess students’ perceptions before and after the associated lockdowns. Five theoretically supported factors emerged from a statistical factor analysis: Communication and Empathy; Focus and Personal Organization; Teamwork and Individual Work Capacity; Technical and Cognitive Resources Management; and Emotional Resources Management. This work shows students’ percept that they improved their teamwork and individual work capacity and their technical and cognitive resources management. In general, students seem to have been able to be more autonomous as they managed to work and develop their cognitive resources; however, their emotional state and ability to focus decreased. Perceived self-efficacy was less affected in older students than in younger ones, suggesting that this group may have adapted better to the pandemic restrictions. Students who were already at university showed less impact than those moving from high school to university. There was also a difference between those who endured these changes at only one level of education and those who endured them at both levels (high school and university), with this last group being the most negatively affected.

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