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Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19

Author

Listed:
  • Carlos Sierra

    (Departamento de Tecnología Minera, Topografía y de Estructuras, Universidad de León, Campus de Vegazana, 24006 León, Spain)

  • Carlos Boente

    (Laboratorio de Estratigrafía Biomolecular, ETSI Minas y Energía, Universidad Politécnica de Madrid, 28003 Madrid, Spain)

  • Abir Zitouni

    (Departamento Didáctica General, Específicas y Teoría de la Educación, Universidad de León, Campus de Vegazana, 24006 León, Spain)

  • Roberto Baelo

    (Departamento Didáctica General, Específicas y Teoría de la Educación, Universidad de León, Campus de Vegazana, 24006 León, Spain)

  • Enrique Rosales-Asensio

    (Departamento de Ingeniería Eléctrica, Universidad de Las Palmas de Gran Canaria, Tarifa s/n, 35017 Las Palmas de Gran Canaria, Spain)

Abstract

The COVID-19 pandemic has brought about notable changes in the education sector, specifically the shift towards online learning. This study examined the experiences of 124 engineering students in the Canary Islands, an EU ultra-peripheral region, as they adapted to online education during the pandemic. A comprehensive survey assessed students’ experiences in five key dimensions, including satisfaction with traditional face-to-face learning, perceptions of the engineering department’s transition to online learning, module-specific adaptations, personal adaptation strategies, and the adaptation of teaching staff. The study’s methodology involved statistical analyses using Microsoft Excel v16.0 and SPSS 27 tools to identify patterns and draw conclusions. The findings indicate a nuanced landscape. Students demonstrated strong technological literacy and readiness for online learning. However, they expressed concerns about educators’ digital proficiency and perceived a decline in educational quality. These results emphasize the critical need for sustainable, adaptable, and inclusive educational strategies, particularly in regions like the Canary Islands that face unique challenges. The implications of the study have broader relevance to digital education. It is essential to note the need for educators to receive comprehensive training in digital tools and methodologies to improve the quality of online learning.

Suggested Citation

  • Carlos Sierra & Carlos Boente & Abir Zitouni & Roberto Baelo & Enrique Rosales-Asensio, 2024. "Resilient Strategies for Internet-Based Education: Investigating Engineering Students in the Canary Islands in the Aftermath of COVID-19," Sustainability, MDPI, vol. 16(4), pages 1-27, February.
    • Handle: RePEc:gam:jsusta:v:16:y:2024:i:4:p:1574-:d:1338284
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    References listed on IDEAS

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    1. Anita Shuja & Akhtar Ali & Sana Shuja Ahmad Khan & Shafiqa Bilal Burki & Shaham Bilal, 2022. "Perspectives on the Factors Affecting Students’ Dropout Rate During COVID-19: A Case Study From Pakistan," SAGE Open, , vol. 12(2), pages 21582440221, May.
    2. Ziboud Van Veldhoven & Jan Vanthienen, 2022. "Digital transformation as an interaction-driven perspective between business, society, and technology," Electronic Markets, Springer;IIM University of St. Gallen, vol. 32(2), pages 629-644, June.
    3. Eunju Jung & Yongjin Lee, 2020. "College Students’ Entrepreneurial Mindset: Educational Experiences Override Gender and Major," Sustainability, MDPI, vol. 12(19), pages 1-28, October.
    4. Leslie Haddon, 2006. "The contribution of domestication research to in-home computing and media consumption," LSE Research Online Documents on Economics 62631, London School of Economics and Political Science, LSE Library.
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