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- W4386835807 abstract "Online courses were a common and growing format for higher education even before the COVID-19 pandemic, but selection effects made it difficult to understand and generalize about low-income transfer engineering students’ perceptions regarding online course experiences. However, the forced transition from face-to-face courses to online courses as a result of COVID-19 provided researchers and educators the opportunity to examine low-income transfer engineering students’ online learning experiences without selection effects. Using a naturalistic method, the present study examined low-income transfer engineering students’ ( N = 7) communicated perceived benefits and costs of online learning during the pandemic. Analysis using inductive coding found three overarching themes of benefits and costs: benefits and costs related to the learning environment , benefits and costs related to the format of instruction , and benefits and costs related to external factors . Students named studying at their own pace as the most frequently occurring benefit of online learning. On the other hand, difficulty self-regulating was the most frequently named cost of online learning. Implications for theory, practice, and future work are discussed." @default.
- W4386835807 created "2023-09-19" @default.
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- W4386835807 date "2023-09-15" @default.
- W4386835807 modified "2023-09-27" @default.
- W4386835807 title "Low-income transfer engineering undergraduates’ benefits and costs of online learning during COVID-19" @default.
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- W4386835807 doi "https://doi.org/10.3389/feduc.2023.1233978" @default.
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