Fazea, Y., & Sardahi, Y., & Salem, A. (2025, March), Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era  Paper presented at 2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia. 10.18260/1-2--54667

\bibitem{asee_peer_54667}
  Fazea, Y., \& Sardahi, Y., \& Salem, A. (2025, March), \emph{Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era}
  Paper presented at 2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia.
  10.18260/1-2--54667

Yousef Fazea, Yousef Sardahi, and Asad Salem.  "Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era".  2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia, 2025, March.  ASEE Conferences, 2025.  https://peer.asee.org/54667 Internet.  14 Jun, 2025

\bibitem{asee_peer_54667}
  Yousef Fazea, Yousef Sardahi, and Asad Salem.
  "Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era".
  \emph{2025 ASEE North Central Section  (NCS) Annual Conference, Marshall University, Huntington, West Virginia, 2025, March}.
  ASEE Conferences, 2025.
  https://peer.asee.org/54667 Internet.  14 Jun, 2025

@INPROCEEDINGS{asee_peer_54667
author = "Yousef Fazea, Yousef Sardahi, and Asad Salem"
title = "Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era"
booktitle = "2025 ASEE North Central Section  (NCS) Annual Conference"
year = "2025"
month = "March"
address = "Marshall University, Huntington, West Virginia"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/54667}
number = {10.18260/1-2--54667}
}

TY  - CPAPER
AB  - Since the outbreak of the COVID-19 pandemic, there has been a significant transition towards asynchronous online learning as a primary method of education. However, existing studies do not provide conclusive answers about the impact of COVID-19 on students' satisfaction with asynchronous online learning methods. This study examines the higher education environment after the pandemic, focusing on the problems and potential related to asynchronous online learning platforms. This research explores students' experiences at Marshall University as they adapt to asynchronous learning settings, assessing how effectively these platforms foster student involvement and achievement—analyzing data from 228 Marshall University students with prior experience in asynchronous online learning. This study employs a quantitative research approach and literary content analysis techniques to gain insights into the usefulness of these platforms. The results show that while 45% of students reported positive experiences and satisfaction with asynchronous online learning, challenges remain. Approximately 53% of students sometimes felt stressed, and technical difficulties were reported by 44% of participants. Confidence in digital tools was generally high, with 49% feeling very confident. However, participation in external support programs was low, with 86% not engaging in such initiatives. The findings suggest a need for enhanced support systems, more interactive content, and improved feedback mechanisms to increase satisfaction further and reduce stress levels.


AU  - Yousef Fazea
AU  - Yousef Sardahi
AU  - Asad Salem
CY  - Marshall University, Huntington, West Virginia
DA  - 2025/03/28
PB  - ASEE Conferences
TI  - Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era
UR  - https://peer.asee.org/54667
DO  - 10.18260/1-2--54667
ER  -