Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar

Khalid Kamal Naji; Xiangyun Du; Faris Tarlochan; Usama Ebead; Mahmood A. Hasan; Abdulla Khalid Al-Ali

doi:10.29333/ejmste/8474

Full Text (PDF)

Khalid Kamal Naji ¹, Xiangyun Du ¹ ^* , Faris Tarlochan ¹, Usama Ebead ¹, Mahmood A. Hasan ¹, Abdulla Khalid Al-Ali ¹

More Detail

¹ Qatar University, QATAR^* Corresponding Author

Abstract

This study examined engineering students’ initial readiness to transition to emergency online learning in response to COVID-19 in Qatar. A theoretical framework is proposed for understanding the factors influencing students’ readiness for change. Sequential explanatory mixed-method research was conducted, with 140 participants completing an online survey, of which 68 also contributed written reflections and 8 participated in semi-structured interviews. Exploratory factor analysis displayed a four-factor structure, including initial preparedness and motivation for online learning, self-efficacy beliefs about online learning, self-directed learning online, and support. The qualitative outcomes supported the four factors and provided further insight into their varied and nuanced manifestation. In accounting for the perceived impact of the factors on readiness, significant differences were identified regarding pedagogical mode, with students enrolled in PBL courses reporting higher readiness than those from non-PBL courses. The practical implications for preparing students for future emergency online learning are discussed.

Keywords

engineering students
readiness for change
emergency online learning
COVID-19
Qatar

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2020, Volume 16, Issue 10, Article No: em1886

https://doi.org/10.29333/ejmste/8474

Publication date: 22 Aug 2020

Article Views: 3225

Article Downloads: 6748

Open Access References How to cite this article

References

Ahmed, M. A. H. (2019). Tdeveloping A Two-Phase Post-Stratified Inverse Sampling to Reduce the Nonresponse Bias. Case Study: Students’ Satisfaction Survey in Qatar University (Master’s thesis). Retrieved from https://quspace.qu.edu.qa/bitstream/handle/10576/11664/Mahmood%20Ahmed%20_OGS%20Approved%20Thesis.pdf?sequence=1&isAllowed=n
Alkhatib, O. J. (2018). An interactive and blended learning model for engineering education. Journal of Computers in Education, 5(1), 19-48. https://doi.org/10.1007/s40692-018-0097-x
Al-Swidi, A., Huque, S. M. R., Hafeez, M. H., & Shariff, M. N. M. (2014). The role of subjective norms in theory of planned behavior in the context of organic food consumption, British Food Journal, 116, 1561-1580. https://doi.org/10.1108/BFJ-05-2013-0105
Anderson, D., Imdieke, S., & Standerford, N. S. (2011). Feedback please: Studying self in the online classroom. International Journal of Instruction, 4, 3-15. Retrieved from https://eric.ed.gov/?id=ED522939
Armenakis, A. A., Harris, S. G., & Feild, H. S. (1999). Making change permanent: A model for institutionalizing change interventions. In: W. A. Pasmore & R. W. Woodman (Eds), Re- search in organizational change and development (Vol. 12, pp. 97-128). New York: JAI Press.
Armenakis, A. A., Harris, S. G., & Mossholder, K. W. (1993). Creating readiness for organ- izational change. Human Relations, 46, 681-703. https://doi.org/10.1016/j.iheduc.2009.02.001
Artino Jr, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning online. The Internet and Higher Education, 12(3-4), 146-151. https://doi.org/10.1016/j.iheduc.2009.02.001
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.
Bouckenooghe, D., Devos, G., & Van den Broeck, H. (2009). Organizational change questionnaire-climate of change, processes, and readiness: Development of a new instrument. The Journal of psychology, 143(6), 559-599. https://doi.org/10.1080/00223980903218216
Chen, J. B., Kolmos, A., & Du, X. Y. (2020). PBL in Engineering Education – Forms of Implementation and Challenges: A Review of Literature. European Journal of Engineering Education. https://doi.org/10.1080/03043797.2020.1718615
Chou, P. N. (2012). The Relationship Between Engineering Students Self-Directed Learning Abilities and Online Learning Performances: A Pilot Study. Contemporary Issues in Education Research (CIER), 5(1), 33-38. https://doi.org/10.19030/cier.v5i1.6784
Chu, R. J., & Tsai, C.-C. (2009). Self-directed learning readiness, Internet self-efficacy, and preferences for constructivist Internet- based learning environments among higher aged adults. Journal of Computer Assisted Learning, 25(5), 489-50. https://doi.org/10.1111/j.1365-2729.2009.00324.x
Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. Routledge.
Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research. Sage publications.
Du, X. Y., Chaaban, Y., Sabah, S., Al-Thani, A. M., & Wang, L. (2020). Active Learning Engagement in Teacher Preparation Programs - a Comparative Study from Qatar, Lebanon and China. Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/02188791.2020.1717436
Du, X. Y., Naji, K. K, Sabah, S., & Ebead, U. (2020). Engineering students’ group-based strategy use, forms of collaboration and perceptions of assessment in team projects – a case study in Qatar. International Journal of Engineering Education, 36(1(B)), 296-308.
Du, X., & Chaaban, Y. (2020). Teachers’ Readiness to change to Project based learning in Qatari government schools. Interdisciplinary Journal of Problem Based Learning, 14(1), 2020. https://doi.org/10.14434/ijpbl.v14i1.28591
Du, X., Chaaban, Y., & AlMabrd, Y. M. (2019). Exploring the Concepts of Fidelity and Adaptation in the Implementation of Project Based Learning in the Elementary Classroom: Case Studies from Qatar. International Journal of Learning, Teaching and Educational Research, 18(9), 1-22. https://doi.org/10.26803/ijlter.18.9.1
Du, X., Ebead, U., Sabah, S., Ma, J., & Naji, K. K. (2019). Engineering Students’ Approaches to Learning and Views on Collaboration: How do both Evolve in a PBL Environment and What are their Contributing and Constraining Factors?. EURASIA Journal of Mathematics, Science and Technology Education, 15(11), em1774. https://doi.org/10.29333/ejmste/106197
Forina, M., Armanino, C., Lanteri, S., & Leardi, R. (1989). Methods of varimax rotation in factor analysis with applications in clinical and food chemistry. Journal of Chemometrics, 3(S1), 115-125. https://doi.org/10.1002/cem.1180030504
Guba, E. G. & Lincoln, Y. S. (2005). Paradigmatic controversies, contradictions, and emerging confluences. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed.), Thousand Oaks, CA: Sage, 191-215.
Herscovitch, L., & Meyer, J. P. (2002). Commitment to organizational change: Extension of a three-component model. Journal of applied psychology, 87(3), 474. https://doi.org/10.1037/0021-9010.87.3.474
Holt, D. T., Armenakis, A. A., Harris, S. G., & Feild, H. S. (2007). Toward a comprehensive definition of readiness for change: A review of research and instrumentation. Research in organizational change and development, 16(2007), 289-336. Retrieved from https://www.emerald.com/insight/content/doi/10.1016/S0897-3016(06)16009-7/full/html
Holt, D. T., & Vardaman, J. M. (2013). Toward a comprehen- sive understanding of readiness for change: The case for an expanded conceptualization. Journal of Change Management, 13(1), 9-18. https://doi.org/10.1080/14697017.2 013.768426
Hsu, Y. C., Ho, H. N. J., Tsai, C. C., Hwang, G. J., Chu, H. C., Wang, C. Y., & Chen, N. S. (2012). Research trends in technology-based learning from 2000 to 2009: A content analysis of publications in selected journals. Journal of Educational Technology & Society, 15(2), 354-370. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.15.2.354
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers & Education, 55(3), 1080-1090. https://doi.org/10.1016/j.compedu.2010.05.004
Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modeling. Journal of the academy of marketing science, 43(1), 115-135. https://doi.org/10.1007/s11747-014-0403-8
Kebritchi, M., Lipschuetz, A., & Santiague, L. (2017). Issues and challenges for teaching successful online courses in higher education: A literature review. Journal of Educational Technology Systems, 46(1), 4-29. https://doi.org/10.1177/0047239516661713
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers. New York: Association Press.
Kvale, S., & Brinkmann, S. (2009). Interview. Hans Reitzel.
Jensen, L., & Konradsen, F. (2018). A review of the use of virtual reality head-mounted displays in education and training. Education and Information Technologies, 23(4), 1515-1529. https://doi.org/10.1007/s10639-017-9676-0
Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of two decades (1995 to 2014) of research on synchronous online learning. American Journal of Distance Education, 31(1), 3-19. https://doi.org/10.1080/08923647.2017.1264807
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and Instruction, 29, 171-173. https://doi.org/10.1016/j.learninstruc.2013.04.003
Miller, M. D. (2014). Minds online: Teaching effectively with technology. Cambridge, MA: Harvard University Press.
Moore, M., & Kearsley, G. (2005). Distance education: A systems view (2nd edition). Belmont, CA: Thomson Wadsworth.
Naji, K. K., Ebead, U., Al-Ali, A. K., & Du, X. (2020). Comparing Models of Problem and Project-Based Learning (PBL) Courses and Student Engagement in Civil Engineering in Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(8), em1867. https://doi.org/10.29333/ejmste/8291
Potkonjak, V., M. Gardner, V. Callaghan, P. Mattila, C. Guetl, V. M. Petrović, and K. Jovanović. 2016. Virtual laboratories for education in science, technology, and engineering: A review. Computers & Education, 95, 309-327. https://doi.org/10.1016/j.compedu.2016.02.002
Radianti, J., Majchrzak, T. A., Fromm, J., & Wohlgenannt, I. (2020). A systematic review of immersive virtual reality applications for higher education: Design elements, lessons learned, and research agenda. Computers & Education, 147, 103778. https://doi.org/10.1016/j.compedu.2019.103778
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
Stewart, R. A. (2007). Investigating the link between self-directed learning readiness and project-based learning outcome: The case of international master’s students in an engineering management course. Eur J of Engr Edu, 32(4), 453-465. https://doi.org/10.1080/03043790701337197
Wang, P., Wu, P., Wang, J., Chi, H.-L., & Wang, X. (2018). A critical review of the use of virtual reality in construction engineering education and training. International Journal of Environmental Research and Public Health, 15(6), 1204. https://doi.org/10.3390/ijerph15061204
Yang, F.-Y., & Tsai, C.-C. (2008). Investigating university student preferences and beliefs about learning in the web-based context. Computers & Education, 50(4), 1284-1303. https://doi.org/10.1016/j.compedu.2006.12.009

How to cite this article

APA

Naji, K. K., Du, X., Tarlochan, F., Ebead, U., Hasan, M. A., & Al-Ali, A. K. (2020). Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1886. https://doi.org/10.29333/ejmste/8474

Vancouver

Naji KK, Du X, Tarlochan F, Ebead U, Hasan MA, Al-Ali AK. Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. EURASIA J Math Sci Tech Ed. 2020;16(10):em1886. https://doi.org/10.29333/ejmste/8474

AMA

Naji KK, Du X, Tarlochan F, Ebead U, Hasan MA, Al-Ali AK. Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. EURASIA J Math Sci Tech Ed. 2020;16(10), em1886. https://doi.org/10.29333/ejmste/8474

Chicago

Naji, Khalid Kamal, Xiangyun Du, Faris Tarlochan, Usama Ebead, Mahmood A. Hasan, and Abdulla Khalid Al-Ali. "Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar". Eurasia Journal of Mathematics, Science and Technology Education 2020 16 no. 10 (2020): em1886. https://doi.org/10.29333/ejmste/8474

Harvard

Naji, K. K., Du, X., Tarlochan, F., Ebead, U., Hasan, M. A., and Al-Ali, A. K. (2020). Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar. Eurasia Journal of Mathematics, Science and Technology Education, 16(10), em1886. https://doi.org/10.29333/ejmste/8474

MLA

Naji, Khalid Kamal et al. "Engineering Students’ Readiness to Transition to Emergency Online Learning in Response to COVID-19: Case of Qatar". Eurasia Journal of Mathematics, Science and Technology Education, vol. 16, no. 10, 2020, em1886. https://doi.org/10.29333/ejmste/8474