July 26, 2021
July 26, 2021
July 19, 2022
Given the ongoing and unprecedented situation that COVID-19 has brought to higher education, and like many other Engineering Schools and Colleges across the U.S., during the Fall term of 2020 the College of Engineering and Technology (CET) at XY University (XYU) modified their traditional method of instruction from a face-to-face method to a broadly defined hybrid and online instruction (both synchronous and asynchronous) methods. The engineering students at XYU, a regional comprehensive institution with a high 1st generation population, have chosen this institution because of the high level of interaction and individualized attention offered in the small-size classes during traditional face-to-face instruction. This change in instructional methodology brought challenges that affected both students and faculty. The modality change along with combined social environmental factors caused by the pandemic restrictions, have limited the activities among students, such as social interaction, facilities availabilities, etc. An observational questionnaire was conducted to better the understanding of the aforementioned influence. This effect is studied by observing the students' attitude towards learning and their performance in the different modality of instructions during the Fall 2020 term. The survey of 25 questions with some open-ended opportunities was distributed to 775 students in the CET. In this paper, the survey analysis was conducted based on how the students responded to those questions. The results present the difference in attitude of student among different class standings. Additionally, this paper provides some suggestions to help motivating the students in the circumstance of the pandemic restrictions.
Zhang, Y., & Granda-Marulanda, N. A., & Ritenour, A., & Ahsan, A. N., & Sezer, H., & Ferguson, C. W. (2021, July), The alteration in learning attitude of Engineering students due to instruction modality change caused by COVID-19 social environmental restrictions Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37838
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