Autor según el artículo: Balta-Salvador, Roso; Olmedo-Torre, Noelia; Pena, Marta; Renta-Davids, Ana-Ines;

Departamento: Pedagogia

Autor/es de la URV: Renta Davids, Ana Inés

Palabras clave: University-students Toronto Stress Self Quarantine Pandemic fatigue Outbreak Online learning Mental health Impact Environments Engineering education Education Covid-19 pandemic Classroom Academic development

Resumen: 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.

Áreas temáticas: Pedagogical & educational research Library and information sciences Engenharias iv Education & educational research Education E-learning Ciencias sociales

Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/

Direcció de correo del autor: anaines.renta@urv.cat

Identificador del autor: 0000-0002-0145-5141

Fecha de alta del registro: 2023-03-11

Versión del articulo depositado: info:eu-repo/semantics/publishedVersion

Enlace a la fuente original: https://link.springer.com/article/10.1007%2Fs10639-021-10593-1

URL Documento de licencia: http://repositori.urv.cat/ca/proteccio-de-dades/

Referencia al articulo segun fuente origial: Education And Information Technologies. 26 (6): 7407-7434

Referencia 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 del artículo: 10.1007/s10639-021-10593-1

Entidad: Universitat Rovira i Virgili

Año de publicación de la revista: 2021

Tipo de publicación: Journal Publications