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The rapid transition from campus to online teaching–how are students’ perception of learning experiences affected?

Warfvinge, Per LU ; Löfgreen, Jennifer LU ; Andersson, Karim LU ; Roxå, Torgny LU and Åkerman, Christina LU (2022) In European Journal of Engineering Education 47(2). p.211-229
Abstract

The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students’ experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017–2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand... (More)

The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students’ experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017–2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students’ learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

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author
; ; ; and
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
CEQ, COVID-19, gender, SET, Student evaluation of teaching
categories
Higher Education
in
European Journal of Engineering Education
volume
47
issue
2
pages
211 - 229
publisher
Taylor & Francis
external identifiers
  • scopus:85108989119
ISSN
0304-3797
DOI
10.1080/03043797.2021.1942794
language
English
LU publication?
yes
id
c1a2e853-ea7c-49a2-9d2e-99a106a54f31
date added to LUP
2021-08-19 11:31:16
date last changed
2022-06-29 19:42:21
@article{c1a2e853-ea7c-49a2-9d2e-99a106a54f31,
  abstract     = {{<p>The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students’ experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017–2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students’ learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.</p>}},
  author       = {{Warfvinge, Per and Löfgreen, Jennifer and Andersson, Karim and Roxå, Torgny and Åkerman, Christina}},
  issn         = {{0304-3797}},
  keywords     = {{CEQ; COVID-19; gender; SET; Student evaluation of teaching}},
  language     = {{eng}},
  number       = {{2}},
  pages        = {{211--229}},
  publisher    = {{Taylor & Francis}},
  series       = {{European Journal of Engineering Education}},
  title        = {{The rapid transition from campus to online teaching–how are students’ perception of learning experiences affected?}},
  url          = {{http://dx.doi.org/10.1080/03043797.2021.1942794}},
  doi          = {{10.1080/03043797.2021.1942794}},
  volume       = {{47}},
  year         = {{2022}},
}