Abstract
This research looks towards the ways to provide high-quality engineering education during the COVID-19 era. A total of 118 people, including 30 faculty members and 88 students from engineering departments, took part in surveys and answered quantitative and qualitative questions on the difficulties they encountered while taking online classes at the faculty of engineering during the pandemic period. The research revealed that whereas semi-online asynchronous examinations were related to increased instructors' reported cheating, fully online or open-book/open-note exams were linked with a decrease in instructors' perceived cheating. The findings revealed several obstacles that have a detrimental impact on online engineering education, such as logistical/technical constraints, learning/teaching hurdles, privacy and security concerns, and a lack of appropriate hands-on training. The study's recommendations included implementing practical techniques for many similar institutions around the world, which would aid in the improvement of the learning outcomes of online educations in various engineering subfields. Current research encourages educators to provide more significant assistance with more effective planning and selection of best practices to improve the efficacy of online engineering education during COVID-19 and after the pandemic.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Advanced Engineering Research and Applications
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
