An observational study of engineering online education during the COVID-19 pandemic
Descripción general
Resumen del artículo
Engineering students and faculty at a large, diverse university faced logistical, technical, and learning/teaching challenges during the abrupt shift to online instruction due to the COVID-19 pandemic. Key challenges for students included difficulty maintaining focus, Zoom fatigue, social disconnection, and lack of clear guidance, while faculty struggled with access to technology, online assessment methods, and providing hands-on training. Practical recommendations for improvement, including better utilization of learning management systems, alternative assessment strategies, and enhanced communication, were proposed.
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Scientists studied how school went online because of the pandemic. They found it was really hard for students to focus and teachers to do hands-on lessons, like building a robot without the right tools. They suggested ways to make online learning work better.
Posibles conflictos de intereses
None identified. The authors acknowledge partial funding from CSULB but declare no competing interests.
Limitaciones identificadas
Explicación de la calificación
This observational study provides valuable insights into the challenges of transitioning to online engineering education during the COVID-19 pandemic. While the methodology has limitations (low student response rate, limited timeframe, and lack of in-depth demographic analysis), the findings are relevant and the proposed interventions are practical. The lack of evaluation of these interventions prevents a higher rating.
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