Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers

Barrot, Jessie S.; Rey, Fernando

doi:10.1007/s10639-023-11598-8

Cited by 6 publications

(6 citation statements)

References 47 publications

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“…This recommendation is consistent with Wilkinson et al's (2020) and Keshavarz et al's (2022) argument that effective inservice professional development is critical for teachers, and that professional development in online classroom management is essential to prepare teachers for teaching in a digital environment. Amirkhani (2022) and Barrot and Fernando (2023) all found that teachers have a key role in building rapport and creating a positive, safe, and friendly atmosphere within online classes.…”

Section: Discussionmentioning

confidence: 99%

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Zhou

2023

IJLTER

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Technological advances have made virtual classroom teaching a reality. Although research into online classroom management is critical, current research in this area, particularly in higher education classroom management, is insufficient. The study determined which online classroom management strategies teachers believe are most beneficial to students at various levels of academic performance. A questionnaire based on the online classroom management mode framework was used to collect data from 74 teachers and 491 undergraduate students. A Chi-square test revealed that the preferences of teachers and students for online classroom management behaviours were statistically significant (p<0.05). Analysis of variance revealed that teachers of various teaching ages have the same views on online classroom management modes, and undergraduates with varying GPAs have the same preference for the online classroom management mode. Online classroom managers of all teaching ages believe that a slightly interventionist style of interaction benefits students' academic performance the most. Undergraduates, on the other hand, prefer the interactive online classroom management mode, regardless of academic level. Students prefer teachers who offer more interaction, communication, collaborative decision-making and motivation when learning online. The findings further suggest that, while the online environment is unique, the effective classroom management strategies in the online environment are the same as those considered effective in the face-to-face classroom. It should be noted that classroom management strategies encompass a multitude of factors. Therefore, relying solely on the dimensions of personality, teaching, and discipline may not provide a comprehensive assessment of the overall effectiveness of online classroom management. Further research should focus on refining and expanding the evaluation framework for online classroom management modes to address these limitations, and enhance the understanding of this field.

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Section: Discussionmentioning

confidence: 99%

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Zhou

2023

IJLTER

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“…Instructors' approaches to these barriers may also have negative consequences. Barrot and Fernando (2023) found that students' time management issues were exacerbated by instructors who used the same course management for assessment in their online classes as they did in their face-to-face classes. Technology-based strategies, for example, can mitigate these trends.…”

Section: Online Learningmentioning

confidence: 98%

“…However, such trends may be influenced by teaching strategies within the online environment. According to Barrot and Fernando (2023), teachers' misuse of teaching strategies can have a significant impact on students' ability to navigate online courses. Indeed, instructors can have a profound effect on learning outcomes by utilizing studentcentered techniques.…”

Section: Online Learningmentioning

confidence: 99%

“…In particular, Wang et al (2022) found that readiness to participate in online learning was highly associated with academic success during the COVID-19 pandemic. Interestingly, both students and faculty used similar strategies to overcome the challenges they faced with the rapid transition to online learning in the midst of the COVID-19 pandemic (Barrot and Fernando, 2023).…”

Section: The Covid-19 Responsementioning

confidence: 99%

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Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

LeBlanc

2023

Front. Educ.

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ObjectiveAs changes to higher education following the rapid transition to online learning resulting from the COVID-19 pandemic impacted students and their perceptions of what is possible in scheduling their daily lives around school, this study investigates trends in student access to online asynchronous courses.MethodsThis study utilized course reports of student access from the learning management system for thirty-one sections of eleven different online asynchronous communication courses taught by ten different faculty members over the fall and spring semesters at a large research university in the southwestern United States. A total sample size of 1,201 students were involved in the study.ResultsProfile Analyses indicate clear curvilinear trends for time of day and day of the week in student course access. Repeated Measures ANOVA results indicate those trends vary significantly from a no effect condition, suggesting that students: (a) schedule their course activities around personal schedules, and (b) that time bound synchronous course may not work for them.ConclusionRecommendations for class management by instructors relating to student time poverty need regardless of teaching modality, and future directions for research on time poverty in higher education, are provided.

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“…These works also mention the inadequacies of social interaction in online settings and this is consistent with other studies which identify several key areas that students missed during the period of online education, specifically, face-to-face interactions, direct engagement, and the more enriching environment of the physical classroom (c.f. : [83,84]). Similarly, the fact that students don't feel they put in more effort when learning online, related to low motivation, is consistent with a general perception of lax academic standards during the pandemic which in turn has been attributed to teachers' inexperience with methods of online evaluation (e.g., [85,86]).…”

Section: Student Adaptation To Online Educationmentioning

confidence: 99%

Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

Sierra,

Boente,

Zitouni

et al. 2024

Sustainability

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The COVID-19 pandemic has brought about notable changes in the education sector, specifically the shift towards online learning. This study examined the experiences of 124 engineering students in the Canary Islands, an EU ultra-peripheral region, as they adapted to online education during the pandemic. A comprehensive survey assessed students' experiences in five key dimensions, including satisfaction with traditional face-to-face learning, perceptions of the engineering department's transition to online learning, module-specific adaptations, personal adaptation strategies, and the adaptation of teaching staff. The study's methodology involved statistical analyses using Microsoft Excel v16.0 and SPSS 27 tools to identify patterns and draw conclusions. The findings indicate a nuanced landscape. Students demonstrated strong technological literacy and readiness for online learning. However, they expressed concerns about educators' digital proficiency and perceived a decline in educational quality. These results emphasize the critical need for sustainable, adaptable, and inclusive educational strategies, particularly in regions like the Canary Islands that face unique challenges. The implications of the study have broader relevance to digital education. It is essential to note the need for educators to receive comprehensive training in digital tools and methodologies to improve the quality of online learning.

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Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers

Cited by 6 publications

References 47 publications

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Reframing Online Classroom Management: Toward Enhanced Undergraduate Teaching and Learning

Time and day: trends in student access to online asynchronous courses in communication demonstrate time poverty in action

Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

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