Autor segons l'article: Balta-Salvador, Roso; Olmedo-Torre, Noelia; Pena, Marta; Renta-Davids, Ana-Ines;
Departament: Pedagogia
Autor/s de la URV: Renta Davids, Ana Inés
Paraules clau: University-students Toronto Stress Self Quarantine Pandemic fatigue Outbreak Online learning Mental health Impact Environments Engineering education Education Covid-19 pandemic Classroom Academic development
Resum: The unprecedented situation of the COVID-19 pandemic has caused the closure of universities worldwide and has forced the transition to online learning. This exceptional context compels us to understand students' experience with online learning. Previous literature identifies relevant factors that intervene in the online education experience and can affect students' academic development. One of the main concerns is the students' mental health, given the lockdown restrictions under which classes have been conducted. Furthermore, the impact of the prolonged lockdown and the pandemic fatigue on university students and their academic experience is still unclear. This study delves into engineering undergraduate students' online education experience during the COVID-19 pandemic and its emotional impact across time. With this aim, a questionnaire was distributed to second, third, and fourth-year engineering undergraduate students at two time points, approximately six months apart. The results show significant differences in students' connection with other students and teachers, workspace conditions, and boredom between time points. Besides, the findings indicate significant correlations between academic development and quality of online classes, adaptation of the course, workspace conditions, and connection with other students and teachers, and also between students' emotions and connection with other students and teachers. Finally, the study identifies best practices carried out during online teaching that will be of value for future courses and engineering education beyond the pandemic situation, amongst which those related to effective communication with teachers stand out.
Àrees temàtiques: Pedagogical & educational research Library and information sciences Engenharias iv Education & educational research Education E-learning Ciencias sociales
Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
Adreça de correu electrònic de l'autor: anaines.renta@urv.cat
Identificador de l'autor: 0000-0002-0145-5141
Data d'alta del registre: 2024-07-27
Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
Enllaç font original: https://link.springer.com/article/10.1007%2Fs10639-021-10593-1
URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
Referència a l'article segons font original: Education And Information Technologies. 26 (6): 7407-7434
Referència de l'ítem segons les normes APA: Balta-Salvador, Roso; Olmedo-Torre, Noelia; Pena, Marta; Renta-Davids, Ana-Ines; (2021). Academic and emotional effects of online learning during the COVID-19 pandemic on engineering students. Education And Information Technologies, 26(6), 7407-7434. DOI: 10.1007/s10639-021-10593-1
DOI de l'article: 10.1007/s10639-021-10593-1
Entitat: Universitat Rovira i Virgili
Any de publicació de la revista: 2021
Tipus de publicació: Journal Publications
Repositori URV