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.
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.
Discoveries this paper informs or conflicts with
- Case teaching moved exam scores only once assessment followed the cases
This paper informs this development.
Study at a glance
- Design
- Qualitative / archival — Review/synthesis of technology-supported pedagogy during crisis schooling
- N
- Not a primary empirical sample
- Population
- Learners and teachers in crisis-disrupted education systems (review)
- Outcome
- How technology-supported learning was used during times of educational crisis
Structured fields used in claim comparison tables when every cited study has a complete layer.
Inspect source passages
Emergency online teaching in engineering
These passages occur verbatim in the stored paper text. They support the points listed below; they do not verify every statement in the explanation.
Survey return was about 13% of the engineering population.
which is approximately 13% of its Engineering population and statistically is deemed to be a good representation of the college of Engineering popula
98% of respondents were undergraduates; 2% graduate students.
Amongst this percentage, 98% of the respondents are undergraduate students, and 2% graduate students
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.
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