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Emergency online teaching in engineering
A UAE College of Engineering case study documents students’ mixed reactions to sudden online migration and highlights instructor practices students preferred during COVID-19 remote delivery.
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What crisis triggered the study?
COVID-19 forced sudden migration to online teaching and learning.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What empirical setting was used?
College of Engineering at a UAE HEI as a case study.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What did the student survey cover?
Initial reactions to online migration, preferred instructors, and reasons for those preferences.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What approximate response rate is reported?
About 13% of the engineering population.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What share of respondents were undergraduates?
98% undergraduate; 2% graduate.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What share felt excited about sudden online migration?
52% felt excited.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What qualitative follow-ups were conducted?
Interviews with students of top-voted instructors and with those instructors.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What distinction about online learning quality do authors stress?
Well-planned online learning differs from panic/emergency remote teaching.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What delivery modes are discussed as complementary?
Synchronous and asynchronous approaches, potentially blended.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What do authors say technology alone is insufficient without?
Alignment with learning pedagogy and stages of the learning process.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What disciplines’ learning-style discussion is emphasized?
Engineering and other technical/scientific fields, often linked to convergent styles in cited work.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified
What overarching conclusion frames the discussion?
Institutions were often unprepared; effective crisis teaching requires theory-informed use of technology.
Source: Technology supported learning and pedagogy in times of crisis: the case of COVID-19 pandemic · DOI · quote verified