Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers
Unpacking engineering students’ challenges and strategies in a fully online learning space: The mediating role of teachers
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在完全在线的学习空间中解开工科学生的挑战和策略：教师的中介作用
DOI：
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发表时间：
2023
期刊：
影响因子：
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通讯作者：
Alexa Ray R. Fernando
中科院分区：
文献类型：
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作者：
J. Barrot;Alexa Ray R. Fernando
长期以来，人们已经认识到，学生在在线学习空间中的体验受到许多因素的影响，其中一个因素是教师的行为和做法。为了更好地了解学生在疫情期间面临的在线学习挑战，两个关键利益攸关方(即学生和教师)的观点值得考虑。这项研究试图揭示学生在完全在线工程课程中经历的挑战，以及他们用来克服这些挑战的策略。为了进一步推进这一研究，这项研究还调查了教师在在线学习期间如何支持学生。这项描述性的混合方法研究涉及来自菲律宾五所大学的483名工程学学生和10名工程学教师。研究结果表明，学生经历了轻微到中度的挑战，并使用了各种策略来缓解这些挑战。这些策略中的许多都与教师使用的策略相一致。然而，由于它们与各种外部因素的独特相互作用，它们的反应也有所不同。这项研究还提供了关于使用、误用和缺乏适当的教学策略如何影响学生的在线学习体验的重要信息。讨论了对课堂实践、政策制定和未来研究的影响。
It has long been recognized that students’ experience within an online learning space is mediated by many factors, one of which is teachers’ behavior and practices. To better understand the online learning challenges students confront during the pandemic, the perspectives of the two key stakeholders (i.e., the students and the teachers) merit consideration. This study sought to unpack the challenges students experienced in fully online engineering courses and the strategies they used to overcome these challenges. To further advance this line of research, the study also examined how teachers supported students during online learning. This descriptive, mixed-methods study involved 483 engineering students and ten engineering teachers from five universities in the Philippines. The findings indicated that students experienced minimal to moderate challenges and used a variety of strategies to mitigate them. Many of these strategies converge with the strategies that teachers employed. However, differences in their responses were also observed because of their unique interaction with various external factors. This study also provided important information on how the use, misuse, and absence of appropriate pedagogical strategies could impact students’ online learning experience. Implications for classroom practices, policy-making, and future research are discussed.