Research article on virtual learning

Effectiveness of Virtual Learning for Engineering Students

Santosh Pokharel, Department of Computer Engineering

Abstract

Virtual learning, in which students learn through the internet and digital platforms, has expanded since 2020. This article evaluates its effectiveness for engineering students, based on a literature review and a survey of 100 engineering students. The results show that virtual learning is effective for theory and flexible access, but less effective for laboratory skills and interaction. A blended model is recommended.

Keywords: virtual learning, engineering education, online classes, blended learning

Introduction

Engineering education requires both theoretical knowledge and practical skills. Virtual learning enabled institutions to continue classes during the pandemic, and it has remained afterwards as a supplement to classroom teaching. The question is how effective it is for engineering.

Methodology

A questionnaire was given to 100 students of a college in Kathmandu who had experienced both online and classroom teaching. The students rated different aspects of learning on a five-point scale, and some of them were interviewed.

Findings

Strengths

• Flexibility of time and place; recorded lectures can be replayed (rated useful by 82 percent).
• Wide access to material, such as tutorials, simulations and expert talks.
• Savings in travel time and cost.
• Good for software-based subjects such as programming and design.

Weaknesses

• Weak practical learning: 71 percent said that they learnt much less in laboratory courses without actual equipment.
• Poor interaction with teachers and peers, and a lack of motivation.
• Technical problems such as unstable internet and power cuts.
• Distraction, screen fatigue, and difficulty in ensuring honest examinations.
• A digital divide among students.

Discussion and conclusion

The study shows that virtual learning is quite effective for theory-based and software-related subjects, but it cannot fully replace the hands-on experience required in engineering. The results agree with other research on online engineering education. The best approach is blended learning: lectures and resources online, and laboratory work, projects and discussions on campus. Institutions should train their teachers, improve internet access and use virtual labs where physical labs are not available.

References

• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020, March 27). The difference between emergency remote teaching and online learning. EDUCAUSE Review. https://er.educause.edu
• Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191

Note: survey figures and local details in this article are illustrative.