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Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students

The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors th...

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Autores principales: Baltà-Salvador, Rosó, Olmedo-Torre, Noelia, Peña, Marta, Renta-Davids, Ana-Inés
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer US 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8179070/
https://www.ncbi.nlm.nih.gov/pubmed/34108843
http://dx.doi.org/10.1007/s10639-021-10593-1
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author Baltà-Salvador, Rosó
Olmedo-Torre, Noelia
Peña, Marta
Renta-Davids, Ana-Inés
author_facet Baltà-Salvador, Rosó
Olmedo-Torre, Noelia
Peña, Marta
Renta-Davids, Ana-Inés
author_sort Baltà-Salvador, Rosó
collection PubMed
description The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students’ online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.
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spelling pubmed-81790702021-06-05 Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students Baltà-Salvador, Rosó Olmedo-Torre, Noelia Peña, Marta Renta-Davids, Ana-Inés Educ Inf Technol (Dordr) Article The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students’ online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out. Springer US 2021-06-05 2021 /pmc/articles/PMC8179070/ /pubmed/34108843 http://dx.doi.org/10.1007/s10639-021-10593-1 Text en © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic.
spellingShingle Article
Baltà-Salvador, Rosó
Olmedo-Torre, Noelia
Peña, Marta
Renta-Davids, Ana-Inés
Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title_full Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title_fullStr Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title_full_unstemmed Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title_short Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students
title_sort academic and emotional effects of online learning during the covid-19 pandemic on engineering students
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8179070/
https://www.ncbi.nlm.nih.gov/pubmed/34108843
http://dx.doi.org/10.1007/s10639-021-10593-1
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