First-Year Engineering Students’ Experiences and Motivation Amid Emergency Remote Instruction
Bibliographic Data
| ID | 20295249 |
|---|---|
| Authors | Saira Anwar (0000-0001-6947-3226, Texas A&M University), Muhsin Menekse (0000-0002-5547-5455, Department of Curriculum and Instruction, School of Engineering Education, Purdue University, West Lafayette, IN, USA) |
| Year | 2023 |
| Volume | 66 |
| Issue | 4 |
| Pages | 330-338 |
| Publication date | 2023-08-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | IEEE Transactions on Education (JOURNAL) |
| Journal identifiers | ISSN: 0018-9359 • E-ISSN: 1557-9638 |
| Publisher | Institute of Electrical and Electronics Engineers (IEEE) (PUBLISHER) |
| DOI | 10.1109/te.2023.3236241 |
| OpenAlex | W4319068749 |
| Language | EN |
| References cited | 40 |
Contribution: The study provides empirical evidence and a deeper understanding of COVID-19’s impact on first-year engineering (FYE) students’ learning experiences and motivation while accounting for gender and race/ethnicity-based variations. Background: In the Spring 2020, the COVID-19 pandemic forced campuses to close and shift unexpectedly to emergency remote instruction. These rapid transitions impacted all students, including FYE students. Research Questions: Based on the importance of the first-year experience of engineering students, this study investigated two research questions: 1) How does the rapid transition to emergency remote instruction affect FYE students’ learning experiences? and 2) How do students’ learning experiences during the pandemic relate to their motivation (self-efficacy and task value)? Methodology: A multimethod approach is used to investigate students’ experiences on two dimensions: 1) engagement, learning, effort, concentration, interest, and interactions and 2) time management, study settings, and resources, by using ANOVA, regression models, and structural equation modeling (SEM). Results: Students who reported increased value of learning experiences reported higher self-efficacy and task value. Also, the results indicated that international students reported increased learning of new concepts, concentration in the class, interactions with instructors, and higher self-efficacy, while White and Asian students reported higher task value and availability of resources
Affect (linguistics) · Class (philosophy) · Ethnic group · Mathematics education · Self-efficacy · Sociology · Task (project management) · Computer Science · COVID-19 and Mental Health · Engineering · Online and Blended Learning · Psychology · Social Psychology
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| Highly cited | No |
|---|