دورية أكاديمية
Engineering Students' Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar
| العنوان: | Engineering Students' Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar |
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| اللغة: | English |
| المؤلفون: | Naji, Khalid Kamal, Du, Xiangyun, Tarlochan, Faris, Ebead, Usama, Hasan, Mahmood A., Al-Ali, Abdulla Khalid |
| المصدر: | EURASIA Journal of Mathematics, Science and Technology Education. 2020 16(10). |
| الإتاحة: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| تاريخ النشر: | 2020 |
| نوع الوثيقة: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Engineering Education, Learning Readiness, Student Adjustment, College Students, Student Motivation, Self Efficacy, Self Management, Problem Based Learning, Active Learning, Student Projects, Electronic Learning, Synchronous Communication, Emergency Programs, COVID-19, Pandemics, Foreign Countries |
| مصطلحات جغرافية: | Qatar |
| تدمد: | 1305-8223 |
| مستخلص: | This study examined engineering students' initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students' readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| رقم الأكسشن: | EJ1284842 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1305-8223 |
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