Abstract

Engineering courses require teaching methods that combine theory with practice. Engineering institutions have implemented measures to ensure continuity in education during the COVID-19 pandemic. However, educators still face significant challenges, such as a lack of access to large laboratory equipment and challenges in presenting and communicating with students. The acceptability and effectiveness of the new online engineering education delivery methods are still critical for students, especially those arriving during the pandemic. To examine the direct impact of the pandemic on postgraduate taught engineering (PGTE) students, this study focused on one-year PGTE students' self-evaluation of learning outcomes. This cross-sectional survey adopts interviews and web-based questionnaire research methods to collect data and conduct statistical analysis. Over 300 engineering students were surveyed to collect the data analysed. The study aims to assess online presence, learning engagement, and self-efficacy of one-year PGTE students and explore the correlations among them, making recommendations in regular online teaching improvements to high education providers for post-COVID-19 period, as well as better preparation for temporary disruptions in the future.

Cite as

Deng, Y. & Liu, W. 2022, 'Adaptability and self-evaluation in online context during Covid-19: an investigation of postgraduate engineering students', Proceedings of the 8th International Symposium for Engineering Education, Glasgow. https://doi.org/10.17868/strath.00082038

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Last updated: 29 August 2022
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