The COVID-19 pandemic generated worldwide negative effects on college students’ stress levels and motivation to learn. This research focuses on the lack of development of a sense of belonging in engineering students due to online classes during the pandemic and possible differences experiencing online classes between students from different contexts and cultures. Data were collected from 88 Mexican and 139 U.S. engineering students during the Spring 2021 semester using ten survey items asking students’ perceptions of the effects of taking online courses during the COVID-19 pandemic on their sense of belonging in their major. Quantitative and qualitative analyses were conducted, aiming to determine the effects of taking online classes on students’ sense of belonging in engineering. Findings stressed the poor sense of belonging that engineering students may have after taking online classes during the COVID-19 pandemic when they missed opportunities to develop meaningful relationships with their peers and professors due to the lack of good communication. Consequently, students had uncertainties about successful learning during the pandemic in both Mexico and the U.S. Thus, activities such as accessible office hours, study groups, and meetings with mentors and tutors should be promoted to help students recover from the lack of a sense of belonging in the engineering major generated during online classes due to the COVID-19 pandemic.
more » « less- Award ID(s):
- 1730576
- PAR ID:
- 10487541
- Publisher / Repository:
- MDPI
- Date Published:
- Journal Name:
- Sustainability
- Volume:
- 14
- Issue:
- 24
- ISSN:
- 2071-1050
- Page Range / eLocation ID:
- 16627
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
More Like this
-
Although the effects of COVID-19 were felt by all students, the pandemic exacerbated the barriers to belonging for women in engineering. Little work to date has investigated women’s experiences during the pandemic in disciplines that are hallmarked by masculinity. What scholarship has been completed on pandemic-necessitated virtual instruction has not examined how women’s experiences and sense of belonging differed by the college year in which this disruption in their learning environment occurred. Utilizing data from seven focus groups conducted in March 2022 with 22 students, this study investigates how pandemic-induced virtual instruction is related to sense of belonging for women within their engineering majors. We found not only that the disruption caused by the pandemic had differential outcomes for students, but that these differences were mainly related to the year in which pandemic-induced virtual instruction occurred. This study highlights the importance of focusing on belonging and related issues as women transition into their major. We offer implications and recommendations for practice and research based on the differential outcomes found.more » « less
-
Abstract In this descriptive analysis, we consider the experiences of students who prefer face-to-face (F2F) classes but, due to the COVID-19 pandemic, had no alternative other than taking their introductory biology class online during the 2020–2021 academic year. We conducted focus group interviews with 12 college students who enrolled in an asynchronous online introductory biology course for non-majors. We interpret their experiences through the theoretical framing of student engagement, which generally centers students as the directors of their learning experiences. However, when reflecting on their online, technologically mediated experience, our participants regarded their instructors as the hub or convener of their interactions with content, technology, and other learners. We explore the implications of these findings for engaging other students who may find themselves involuntarily online, and make recommendations for pedagogy and communication around the culture of online learning.
-
null (Ed.)The outbreak and emergence of the novel coronavirus (COVID-19) pandemic affected every aspect of human activity, especially the transportation sector. Many cities adopted unprecedented lockdown strategies that resulted in significant nonessential mobility restrictions; hence, transportation network companies (TNCs) have experienced major shifts in their operation. Millions of people alone in the USA have filed for unemployment in the early stage of the COVID-19 outbreak, many belonging to self-employed groups such as Uber/Lyft drivers. Due to unprecedented scenarios, both drivers and passengers experienced overwhelming challenges that might elongate the recovery process. The goal of this study is to understand the risk, response, and challenges associated with ridesharing (TNCs, drivers, and passengers) during the COVID-19 pandemic situation. As such, large-scale crowdsourced data were collected from online ridesharing forums (i.e., Uber Drivers) since the emergence of COVID-19 (January 25–May 10, 2020). Word bigrams, word frequency heatmaps, and topic models are among the different natural language processing and text-mining techniques used to preprocess the data and classify risk perception, risk-taking, or risk-averting behaviors associated with ridesharing during a major disease outbreak. Results indicate higher levels of concern about economic disruption, availability of stimulus checks, new employment opportunities, hospitalization, pandemic, personal hygiene, and staying at home. In addition, unprecedented challenges due to unemployment and the risk and uncertainties in the required personal protective actions against spreading the disease due to sharing are among the major interactions. The proposed text-based data analytics of the ridesharing risk communication dynamics during this pandemic will help to identify unobserved factors inadvertently affecting the TNCs as well as the users (drivers and passengers) and identify more efficient strategies and alternatives for the forthcoming “new normal” of the current pandemic and the ones in the future. The study will also guide us toward understanding how efficiently online social interaction outlets can be designed and implemented more effectively during a major crisis and how to leverage such platforms for providing guidelines during emergencies to minimize transmission of disease due to shared travel.more » « less
-
The pandemic of COVID-19 is disrupting engineering education globally, at all levels of education.While distance education is nothing new, the pandemic of COVID-19 forced instructors to rapidly move their courses online whether or not they had ever received prior training in online education. In particular, there is very little literature to guide instructors in supporting students in online engineering design or project-based courses. The purpose of this research is to examine engineering students’ report of social support in their project and design-based courses at a large research university during the move to online instruction due to COVID-19in the Spring 2020 semester and to provide recommendations for instructors teaching these types of courses online in the future.Our study is framed by social constructivism and social capital theory.We surveyed undergraduate engineering and engineering technology students(n=235) across undergraduate levels during the final week of the Spring 2019 semester.Survey questions included open-ended prompts about social supports and overall experience with the transition to online learning as well as name and resource generator questions focused on specific people and types of interactions that changed during the pandemic. We used qualitative content analysis of the open-ended responses along with comparisons of the name and resource generator to develop recommendations for instructors.Recommendations to increase students’ social supports include:facilitating informal conversations between students and between students and the instructional team, grouping students located in the same time zones in teams, facilitating co-working sessions for students, establishing weekly structure, and utilizing some synchronous components (e.g., virtual office hours).more » « less
-
Miller, Eva (Ed.)The recent outbreak of COVID-19, considered as being a lethal pandemic by the World Health Organization, has caused profound changes in the educational system within the U.S and across the world. Overnight, universities and their educators had to switch to a largely online teaching format, which challenged their capacity to deliver learning content effectively to STEM students. Students were forced to adapt to a new learning environment in the midst of challenges in their own lives due to the COVID-19 effects on society and professional expectations. The main purpose of this paper is to investigate faculty perceptions of STEM student experiences during COVID-19. Through a qualitative methodology consisting of one-hour zoom interviews administered to 32 STEM faculty members from six U.S. Universities nationwide, faculty narratives regarding student and faculty experiences during COVID-19 were obtained. The qualitative research approach involved identifying common themes across faculty experiences and views in these narratives. Some of the categories of emerging themes associated with faculty perceptions on student and faculty experiences included: student struggles and challenges, student cheating and the online environment, faculty and student adaptability, faculty and student needs and support, and university resources and support. Best practices to facilitate online teaching and learning employed by STEM faculty were also discussed. Key findings revealed that students and faculty had both positive and negative experiences during COVID-19. Additionally, there was a greater need for consistent policies to improve the online student learning experiences. Recommendations to improve STEM student experiences include increased institutional resources and collaboration between faculty and the university administrators to provide a coherent online learning environment. Preliminary findings also provide insights to enhance institutional adaptability and resilience for improving STEM student experiences during future pandemics. Future research should continue to explore institutional adaptation strategies that enhance STEM student learning during pandemics.more » « less