Online learning
Emergency online teaching in engineering
Open access · cc by · source: Europe PMC
A UAE College of Engineering case study documents students’ mixed reactions to sudden online migration and highlights instructor practices students preferred during COVID-19 remote delivery.
Key findings
About 13% of the engineering population responded (mostly undergraduates). Reactions mixed between excitement and stress/other feelings. Thematic analyses identified valued online practices and challenges, arguing technology must be paired with sound pedagogy in crises.
Methodology
Researchers surveyed engineering students about reactions to sudden online migration and preferred instructors, then interviewed students and highly voted instructors; findings are interpreted alongside learning-theory and technology-supported learning discussion.
Limitations
A single-college case with voluntary survey response cannot prove which tools causally maximize learning for all engineering programs.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Engineering students were surveyed about sudden online migration (about 13% of the college population responded, mostly undergraduates) and then students and highly voted instructors were interviewed. Reactions mixed excitement with stress; thematic analyses identified valued practices and challenges, arguing that technology must be paired with pedagogy in crises. Voluntary response in one college cannot prove which tools maximise learning.
Evidence for the claim as stated.
Related papers in this topic
Same topic cluster — not a recommendation engine.