Student perceptions of remote learning transitions in engineering disciplines during the COVID-19 pandemic: a cross-national study

This study captures student perceptions of the effectiveness of remote learning and assessment in two associated engineering disciplines, mechanical and industrial, during the COVID-19 pandemic in a cross-national study. A structured questionnaire with 24 items on a 5-point Likert scale was used. Parallel and exploratory factor analyses identified three primary subscales. The links between student perceptions and assessment outcomes were also studied. There was a clear preference for face-to-face teaching, with the highest for laboratories. Remote live lectures were preferred over recorded. Although students found the switch to remote learning helpful, group work and communication were highlighted as concern areas. Mean scores on subscales indicate a low preference for remote learning (2.23), modest delivery effectiveness (3.05) and effective digital delivery tools (3.61). Gender effects were found significant on all subscales, along with significant interactions with university and year-group. Preference for remote delivery of design-based modules was significantly higher than others.

Automated summary

This study captures student perceptions of the effectiveness of remote learning and assessment in two associated engineering disciplines, mechanical and industrial, during the COVID-19 pandemic in a cross-national study. A structured questionnaire was used to analyze student preferences and the results showed a strong preference for face-to-face teaching, especially in laboratory courses. In addition, students preferred remote live lectures over recorded ones. However, concerns were raised about group work and communication during remote learning.