Exploring Romanian Engineering Students’ Perceptions of Covid-19 Emergency e-Learning Situation. A Mixed-Method Case Study
DOI:
https://doi.org/10.34190/ejel.20.1.2190Keywords:
online learning, emergency e-learning, virtual teaching, Covid-19, technostress, teaching cultureAbstract
The Covid-19 pandemic is the most disturbing event in the lifetime of most of our planet’s citizens. The lockdown measures directly impacted many areas of our lives, including the educational sector, because locking down countries meant implicitly locking down the educational system. Moreover, what was first considered a temporary solution for an extraordinary situation began to look more and more like a medium to long-term general rule. Nevertheless, the questions are: are we all ready to move the entire educational process online and fully understand the challenges and implications for all stakeholders involved? This two-part research aims to provide some answers to these questions by identifying and analyzing the perceptions of Romanian engineering students enrolled at “Gheorghe Asachi” Technical University of Iasi (TUIASI) regarding the changes registered in the past year once the emergency e-learning situation started. The first part of the research was conducted between April and May 2020 through an online survey among 134 engineering students. It aimed at identifying the students’ perception of the online learning systems provided by their university, considering the significant speed with which changes were imposed. In addition, this research phase focused on students’ access to resources and knowledge to use and integrate online learning into their study routine. The second part of the research was carried out after almost a year of e-learning between March and April 2021 and consisted of six online focus groups with 36 students and aimed at identifying the main advantages and challenges students experience throughout the online educational process. The research revealed that although students are digital natives, they still have difficulties harnessing e-learning’s advantages and integrating them into their study routine. Another significant aspect refers to the changing role of the professor perceived not only as an instructor but as a mentor during a time of crisis. The study results can offer higher education institutions insight and valuable information that can be used in designing and implementing online and hybrid activities and classes that better fit the students’ needs and expectations in terms of e-learning.
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