Vaye, C., & Eze, P., & Berhane, B. (2022, August), Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41398

\bibitem{asee_peer_41398}
  Vaye, C., \& Eze, P., \& Berhane, B. (2022, August), \emph{Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41398

Collins Vaye, Precious Eze, and Bruk Berhane.  "Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41398 Internet.  10 May, 2025

\bibitem{asee_peer_41398}
  Collins Vaye, Precious Eze, and Bruk Berhane.
  "Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41398 Internet.  10 May, 2025

@INPROCEEDINGS{asee_peer_41398
author = "Collins Vaye, Precious Eze, and Bruk Berhane"
title = "Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41398}
number = {10.18260/1-2--41398}
}

TY  - CPAPER
AB  - The massive disruption to the global education system caused by the COVID-19 pandemic has garnered educational research communities’ attention by illuminating the need to investigate the pandemic’s immediate and long-term effect on education. However, less is known about its impact on engineering education in developing countries such as Liberia. 

Guided by the Technology Acceptance Model (Davis and Bagozzi, 1989), our research is the first step in understanding Liberian engineering students’ perception of the impact of COVID-19 on their learning experiences. This work-in-progress paper presents preliminary results from 3 of the 18 participants of this study.  
 
This study focuses on the impact of the abrupt transition from face-to-face to online learning due to COVID-19 and particularly on undergraduate engineering students’ learning experiences at a public university in Liberia. The research design employed to achieve this goal is a qualitative phenomenological research approach using semi-structured interview methods.

Findings from our study reveal a potential two-fold challenge that needs to be addressed: Psycho-social challenges and technical challenges. Our future work will unpack these and other challenges across the other 15 participants in the study. 
 
Keywords: COVID-19, Online Learning, Student Experience, Engineering Education, Sub-Saharan Africa, Technology Acceptance Model


AU  - Collins Vaye
AU  - Precious Eze
AU  - Bruk Berhane
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Work-In-Progress: Liberian Undergraduate Engineering Students' Perceptions of the Impact of COVID-19 on their Learning Experience
UR  - https://peer.asee.org/41398
DO  - 10.18260/1-2--41398
ER  -