Transitioning to Online Learning amid COVID-19: Perspectives in a Civil Engineering Program

The transition from face-to-face classes to fully online learning (OL) during the spring semester of 2020 occurred almost globally because of the imposed COVID-19 lockdown. The present study investigated the perception and experiences of undergraduate students and faculty members of the Civil Engineering program at the United Arab Emirates University concerning switching to OL during COVID-19. Quantitative questionnaires were distributed to faculty members and students following the end of the spring semester of 2020. Students and faculty members identified student engagement and online exams as major areas that require improvement. Online exams were challenging for students and difficult to prepare, control, and administer for faculty. Providing technical support is critical for the successful streaming of online courses. Initially, half of the surveyed students began the transition with a positive attitude toward OL, and this percentage increased during the transition. The capacity to continue learning during the COVID19 crisis and the availability of recorded materials were perceived by the students as the main advantages of OL while challenging online examinations and the lack of social interaction were the main disadvantages.

Automated summary

This study investigated the perspectives and experiences of undergraduate students and faculty members in the Civil Engineering program at the United Arab Emirates University regarding the transition to online learning during COVID-19. Student engagement and online exams were identified as areas in need of improvement. Online exams posed challenges for students and faculty in terms of preparation and administration. The provision of technical support is crucial for the successful implementation of online courses. Initially, a majority of students had a positive attitude towards online learning, which increased during the transition period. The main advantages of online learning were the ability to continue learning during the COVID-19 crisis and access to recorded materials, while challenging online exams and limited social interaction were seen as the main disadvantages.