scholarly journals Challenges to Online Engineering Education during the Covid-19 Pandemic in Eastern Visayas, Philippines

2021 ◽  
Vol 20 (3) ◽  
pp. 84-96
Author(s):  
Perante Wenceslao ◽  
Gomba Felisa
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Classroom Interaction ◽  
The Philippines ◽  
Educational Institutions ◽  
First Semester ◽  
Face To Face ◽  
Primary Type

The Covid-19 pandemic halted the normal operations of schools and universities around the world. Various educational institutions, including the Philippines Commission on Higher Education (CHED), adapted to the limitations caused by the pandemic and recommended online education to reach students and learners remotely. This research investigated the challenges to online engineering education in higher educational institutions (HEIs) (n=4) in Eastern Visayas, Philippines. Challenges and problems experienced by faculty (n=25) and students (n=421) were gathered through an online survey on December 2020 using Google Forms. Findings indicate that 98% of the respondents were gadget ready for online education for the first semester of SY 2020-2021, and the primary type implemented is Online Education Only (OEO) (n=369). The majority of the respondents (94%) believed that the quality of education suffered from the sudden shift to online education and 64% believed it is not as effective as the traditional face-to-face classroom interaction. Post Covid-19, 60% of the faculty prefers Blended Education (BE); while the students (65%) prefer the traditional classroom face-to-face interaction. The challenges faced by the respondents during the Covid-19 analysed through qualitative content analysis can be categorised into Personal Challenges, Limited Social Interaction, Technology Difficulties, Assessment Issues, and Concerns on Learning Materials and Methods.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals Comparative Analysis of Program Outcomes Achievement between Face-to-Face and Virtual Classes during COVID-19 Pandemic

2021 ◽  
Vol 20 (1) ◽  
pp. 1-7
Author(s):  
M Tanseer Ali ◽  
Md. Abdur Rahman ◽  
Carmen Z. Lamagna
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Paradigm Shift ◽  
Program Outcomes ◽  
Face To Face ◽  
Knowledge Based ◽  
Outcome Based Education ◽  
Electronic Engineering ◽  
Virtual Classes ◽  
Education Platform

Outcome based engineering education is a paradigm shift from traditional knowledge-based education to modern skill-based education. After the Washington Accord, the engineering education all over the world has adopted the new pedagogy for Engineering Education. But last year, after the hit of COVID – 19 pandemics, most of the education system has to move online. The online education platform raised a new challenge for Outcome Based Education. In this paper, the effect of Online education on OBE implemented B.Sc. in Electrical and Electronic Engineering program has been analyzed and the attainment performance of the Program Outcomes has been presented. With this empirical evidence it has been demonstrated that with careful implementation and encouragement OBE can achieve its potential even with Online education.

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

scholarly journals Professional education among haemophilia nurses: a survey of current practices

2020 ◽  
Vol 7 (1) ◽  
pp. 1-7
Author(s):  
Simon Fletcher ◽  
Steve Chaplin ◽  
Cathy Harrison ◽  
Kristian Juusola ◽  
Norma Collins
Keyword(s):  
New Media ◽  
Professional Education ◽  
Western Europe ◽  
Online Survey ◽  
The Philippines ◽  
Hard Copy ◽  
Traditional Use ◽  
Face To Face ◽  
The Uk ◽  
Almost All

AbstractBackground:Guidance from the European Association for Haemophilia and Allied Disorders (EAHAD) sets out the educational milestones haemophilia nurses should aim to achieve. However, little is known about the resources nurses use for education and current awareness.Aims:To assess the current educational level of haemophilia nurses, how and where they access ongoing education, where they feel they need extra support, and how best this teaching could be delivered.Methods:Haemophilia nurses in the Haemnet Horizons group devised and piloted a questionnaire. This was distributed in hard copy to nurses attending the 2019 EAHAD Congress and promoted as an online survey hosted by Survey Monkey.Results:Seventy-five replies were received from nurses in Europe (46 in the UK), and two from nurses in Chile and the Philippines. Most described their role as ‘specialist nurse’, with the majority having worked in haemophilia care for up to ten years. Half had a nursing degree and one quarter had a nursing diploma. Three quarters had attended at least one course specifically related to haemophilia nursing. Almost all used academic sources, study days and the websites of health profession organisations as information sources. Most also used Google or Wikipedia, but fewer used Twitter. Patient association websites were more popular among non-UK nurses. About half attended sponsored professional meetings and three quarters reported that educational meetings were available in their workplace. A clear majority preferred interactive and face-to-face activities using patient-focused content.Conclusions:The study shows that nurses, predominantly in Western Europe, access a range of educational resources, most of which are ‘traditional’. Use of online sources is high, but social media are less popular than Google or Wikipedia. Further research is needed to explore the potential of new media for haemophilia nurse education, and whether the current educational levels and needs highlighted in the survey remains the same across the whole of Europe.

scholarly journals Mathematics Distance Learning amid the COVID-19 Pandemic in the UAE: High School Students’ Perspectives

2021 ◽  
Vol 20 (1) ◽  
pp. 292-307
Author(s):  
Hanan Almarashdi ◽  
Adeeb M. Jarrah
Keyword(s):  
High School ◽  
High School Students ◽  
Distance Learning ◽  
United Arab Emirates ◽  
Online Survey ◽  
Learning Experience ◽  
Educational Institutions ◽  
School Students ◽  
Face To Face ◽  
Negative Perceptions

In light of the COVID-19 pandemic that has resulted in several countries being locked down, there has been a paradigm shift in terms of learning worldwide. As a result, educational institutions in the United Arab Emirates (UAE) have acted swiftly and shifted from face-to-face education to distance learning. Thus, this study investigated high school students’ perspectives on the distance learning of mathematics. The research employed a quantitative method using a developed and validated online survey. The convenience sampling consisted of 580 high school students in Al Ain. Descriptive statistical analysis of the mean and standard deviation of scores was used and then interpreted based on Gagné’s rating (1991). In general, the results showed that the students had an ambivalent view of their distance learning experience. Notably, students’ most negative perceptions were about missing the interaction with teachers and colleagues, and disapproving of the unfavourably long screen times. Furthermore, 78.3% of the participants showed no preference for choosing to study mathematics by distance learning in the future, given a choice. This study has extra relevance since the process of distance learning has become more prevalent in the UAE owing to the COVID-19 pandemic. Thus, it is imperative that educational institutions try to understand the complexity and embedded nature of distance learning, and the challenges encountered by students while they are studying mathematics in an online environment.

scholarly journals Perceptions of Public University Students Towards Online Classes During COVID-19 Pandemic in Bangladesh

2021 ◽  
Vol 6 ◽  
Author(s):  
Shyam Sundar Sarkar ◽  
Pranta Das ◽  
Mohammad Mahbubur Rahman ◽  
M S Zobaer
Keyword(s):  
Online Education ◽  
Online Survey ◽  
Health And Safety ◽  
Mobile Network ◽  
Public University ◽  
Rural Students ◽  
Educational Systems ◽  
Online Classes ◽  
Face To Face ◽  
Virtual Classes

The disease outbreak COVID-19 pandemic impacted public health and safety and the educational systems worldwide. For fear of the further spread of diseases, most educational institutions, including Bangladesh, have postponed their face-to-face teaching. Therefore, this study explores public university student’s perceptions towards online classes during the COVID-19 pandemic in Bangladesh. Data had collected among students of Islamic University, Kushtia, Bangladesh, through an online survey. The study followed a quantitative approach, where the survey technique was used as an instrument of data collection. Results showed that most students faced difficulty participating in virtual classes and could not communicate with their friends correctly during online classes. Thus, they faced challenges in online schooling, and the majority of the students preferred conventional types of learning to virtual classes and did not understand the content of virtual classes easily. The study also explored that most students did not feel comfortable in online classes. Still, considering the present pandemic situation, they decided to participate in online classes to continue schooling. Besides, the study discovered that female students showed a better view than male students regarding online classes, and urban students have more positive appreciation than rural students. Furthermore, laptop or personal computer users showed more positive perceptions towards online education than mobile users. Moreover, Broadband/Wi-Fi users have more positive perceptions than mobile network users. These findings would be an essential guideline for governments, policymakers, technology developers, and university authorities for making better policy choices in the future.

Engineering Education for All

2017 ◽  
Vol 7 (2) ◽  
pp. 35-47 ◽  
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

Inequality and Access to Online Education During a Global Crisis

2021 ◽  
pp. 340-361
Author(s):  
Herbert Ntuli ◽  
Edwin Muchapondwa ◽  
Victor Ntuli ◽  
Lina Mangwende
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Survey ◽  
Learning Experience ◽  
Education Policies ◽  
Face To Face ◽  
Free Data ◽  
The Impact ◽  
Method Approach

The impact of inequality and technology on access to online education has received tremendous attention within the past two decades from researchers across the globe. What remains under-researched is the knowledge of how shocks such as the COVID-19 pandemic affect access to online education. The main objective of the study was to examine inequality in accessing online education in the context of a crisis in a developing region. A mixed-method approach was used to collect and analyze online survey data based on 393 undergraduate students from six countries in Southern Africa. Both observable and hidden inequality sources such as income and participation in household chores compromise the quality of online education. A shift from face-to-face teaching to online education is likely to result in learning difficulties and deterioration in the quality of education. Policies such as the provision of free data improve the learning experience by reducing inequality. Therefore, decision-makers should take into consideration inequality in designing policies and strategies during a crisis.

A simplified virtual power system lab for distance learning and ABET accredited education systems

2021 ◽  
pp. 002072092199706
Author(s):  
Omar Mohamed ◽  
Zain Bitar ◽  
Alla Abu-Sultaneh ◽  
Wejdan Abu Elhaija
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Power System ◽  
Design Method ◽  
Electrical Power ◽  
Classroom Interaction ◽  
Power Engineering ◽  
Face To Face ◽  
Learning Programs ◽  
Face To Face Learning

COVID-19 pandemic has had an adverse impact on higher education worldwide. In particular, the situation can be more crucial for electrical power engineering education due to the importance of the direct relationship between the students and their instructor embodied in the campus’ classroom interaction and the requisite face-to-face learning. Apparently, e-learning instructional design has provided a fairly accepted solution through online lectures and exams for power engineering courses. Nevertheless, the difficulty persists in moving the experiment equipment of the laboratories to the homes of the students since most experiments were likely to be carried out on the University campus’ dedicated power system panels. An urgent and reduced cost solution is therefore needed. This paper introduces a shortcut design method as a compensatory solution at no extra cost, which during this challenging period is suitable for teaching power system labs and also suitable for full online education programs. The work presented in the paper goes beyond that to discuss the relevance to ABET student outcomes. Two experiments are presented in the PowerWorld Simulator environment with systematic steps to facilitate the expansion of the rest of the laboratory experiments. The method is based on the simulation of a textbook example and the verification of results from another textbook followed by a discussion of the relevant students' outcomes of ABET. The paper may be used as an educational guide for instructors in the following academic year in institutions that embrace distance learning programs.

scholarly journals Faculty perception of teaching translation courses online during Covid-19

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Zakaryia Almahasees ◽  
Mutahar Qassem
Keyword(s):  
Online Education ◽  
Design Methodology ◽  
Relative Effectiveness ◽  
Educational Institutions ◽  
Academic Institutions ◽  
Content Type ◽  
Face To Face ◽  
Virtual Classes ◽  
Face To Face Learning ◽  
Face To Face Instruction

Purpose The spread of Covid-19 has led to the closure of educational institutions worldwide, forcing academic institutions to find online platforms. The purpose of this paper is to accelerate the development of the online learning (OL) environments within those institutions. The Covid-19 pandemic has unfolded the extent of the academic institutions' readiness to deal with such a crisis. Design/methodology/approach In this vein, the study aimed to identify the perception of translation instructors in teaching translation courses online during Covid-19, using a questionnaire to explore the strategies and challenges of teaching and assessing students' performance. The analysis revealed instructors' reliance on Zoom and Microsoft Teams in offering virtual classes and WhatsApp in communication with students outside the class. Findings The findings revealed the relative effectiveness of online education, but its efficacy is less than face-to-face learning according to the respondents' views. It was also found that students faced difficulties in OL, which lie in adapting to the online environment, lack of interaction and motivation and the deficiency of data connections. Even though online education could work as an aid during Covid-19, but it could not replace face-to-face instruction. Based on the findings, the study recommended blended learning. Combining online education with face-to-face instruction, i.e. face-to-face plus synchronous and asynchronous, would result in a rigorous OL environment. Originality/value The research is genuine and there is no conflict of interest.

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