Restricted accessResearch articleFirst published online 2024-6-16
Effectiveness of online and blended teaching methods in developing professional engineering cross-curricular skills: A study in the context of Latin America
This study explores the effectiveness of online and blended teaching methods in developing cross-curricular skills crucial for an ideal engineering profile among undergraduate students. Involving 587 online and 635 blended students across 11 Latin American universities, the research incorporates Likert tests for student perceptions and Mann-Whitney statistical tests for hypothesis scrutiny. Challenges emerged due to diverse academic contexts and the subjective nature of self-reported perceptions. Despite these hurdles, findings highlight the blended method’s superior effectiveness in fostering key engineering skills. The study not only contributes to teaching method exploration but also addresses challenges in cross-cultural research settings, enhancing our understanding of the complexities and adaptations required for cross-curricular skill development in engineering education.
AdarkwahMA (2021) “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19. Education and Information Technologies26(2): 1665–1685. DOI: 10.1007/s10639-020-10331-z
2.
Al MamunMAAzadMAKAl MamunMA, et al. (2022) Review of flipped learning in engineering education: scientific mapping and research horizon. Education and Information Technologies27(1): 1261–1286. DOI: 10.1007/s10639-021-10630-z
3.
AlamGMForhadMRahmanA (2022) What makes a difference for further advancement of engineers: socioeconomic background or education programs?Higher Education83(6): 1259–1278. DOI: 10.1007/s10734-021-00741-4
4.
Alberto de la Puente PachecoMde Oro AguadoCMLugo AriasE, et al. (2022) Effectiveness of model ASEAN meeting in enhancing critical thinking: a Colombia case study. Interactive Learning Environments31: 6818–6840. DOI: 10.1080/10494820.2022.2046109
BanyenWViriyavejakulCRatanaolarnT (2016) A blended learning model for learning achievement enhancement of Thai undergraduate students. International Journal of Emerging Technologies in Learning (Ijet)11(04): 48. DOI: 10.3991/ijet.v11i04.5325
7.
BaoW (2020) Covid-19 and online teaching in higher education: a case study of peking university. Human Behavior and Emerging Technologies2(2): 113–115. DOI: 10.1002/hbe2.191
8.
BiXShiX (2019) On the effects of computer-assisted teaching on learning results based on blended learning method. International Journal of Emerging Technologies in Learning (Ijet)14(01): 58. DOI: 10.3991/ijet.v14i01.9458
9.
BizamiNATasirZKewSN (2022) Innovative pedagogical principles and technological tools capabilities for immersive blended learning: a systematic literature review. Education and Information Technologies28: 1373–1425. DOI: 10.1007/s10639-022-11243-w
10.
BoldenRPetrovG (2014) Hybrid configurations of leadership in higher education employer engagement. Journal of Higher Education Policy and Management36(4): 408–417. DOI: 10.1080/1360080X.2014.916465
11.
BoldenRPetrovGGoslingJ (2008) Tensions in higher education leadership: towards a multi-level model of leadership practice. Higher Education Quarterly62(4): 358–376. DOI: 10.1111/j.1468-2273.2008.00398.x
12.
Gürdür BrooDKaynakOSaitSM (2022) Rethinking engineering education at the age of industry 5.0. Journal of Industrial Information Integration25: 100311. DOI: 10.1016/j.jii.2021.100311
13.
CavanaughJJacqueminSJunkerC (2022) Variation in student perceptions of higher education course quality and difficulty as a result of widespread implementation of online education during the covid-19 pandemic. Technology, Knowledge and Learning28(4): 1787–1802. DOI: 10.1007/s10758-022-09596-9
14.
CheungWHewK (2011) Design and evaluation of two blended learning approaches: lessons learned. Australasian Journal of Educational Technology27(8). DOI: 10.14742/ajet.896
15.
DaherWAbo MokhAShayebS, et al. (2022a) The design of tasks to suit distance learning in emergency education. Sustainability14(3): 1070. DOI: 10.3390/su14031070
16.
DaherWAnabousyAAlfahelE (2022b) Elementary teachers' development in using technological tools to engage students in online learning. European Journal of Educational Research11(2): 1183–1195. DOI: 10.12973/eu-jer.11.2.1183
17.
DashSSamadderSSrivastavaA, et al. (2021) Review of online teaching platforms in the current period of COVID-19 pandemic. The Indian Journal of Surgery84: 12–17. DOI: 10.1007/s12262-021-02962-4
18.
de la Puente PachecoMAGuerraDde Oro AguadoCM, et al. (2019) Undergraduate students’ perceptions of Project-Based Learning (PBL) effectiveness: a case report in the Colombian Caribbean. Cogent Education6(1): 1616364. DOI: 10.1080/2331186X.2019.1616364
19.
de la Puente PachecoMAde Oro AguadoCMLugo AriasE, et al. (2021) Local accreditation in outpatient care as an alternative to attract foreign patients to Colombian medical travel: a case study in the city of barranquilla. Sage Open11(4): 215824402110525. DOI: 10.1177/21582440211052553
20.
de la Puente PachecoMAde Oro AguadoCMLugo AriasE (2022) Understanding the effectiveness of the PBL method in different regional contexts: the case of Colombia. Interactive Learning Environments30(9): 1663–1676. DOI: 10.1080/10494820.2020.1740745
21.
DevkotaKR (2021) Inequalities reinforced through online and distance education in the age of COVID-19: the case of higher education in Nepal. International review of education. Internationale Zeitschrift fur Erziehungswissenschaft. Revue internationale de pedagogie67(1): 145–165. DOI: 10.1007/s11159-021-09886-x
22.
DjekiEDégilaJBondiombouyC, et al. (2022) E-learning bibliometric analysis from 2015 to 2020. Journal of Computers in Education9: 727–754. DOI: 10.1007/s40692-021-00218-4
23.
DrescherJPodolskyAReardonSF, et al. (2022) The geography of rural educational opportunity. RSF: The Russell Sage Foundation Journal of the Social Sciences8(3): 123–149. DOI: 10.7758/RSF.2022.8.3.05
24.
DyatlovAKovalevVLatsveevaA (2022) Decline the quality of higher education in Russia: negative consequences of moving to online education. International Journal of Cognitive Research in Science Engineering and Education10(1): 15–27. DOI: 10.23947/2334-8496-2022-10-1-15-27
25.
EberleJHobrechtJ (2021) The lonely struggle with autonomy: a case study of first-year university students’ experiences during emergency online teaching. Computers in Human Behavior121: 106804. DOI: 10.1016/j.chb.2021.106804
26.
EsselHBVlachopoulosDAdomD, et al. (2021) Transforming higher education in Ghana in times of disruption: flexible learning in rural communities with high latency internet connectivity. Journal of Enterprising Communities: People and Places in the Global Economy15(2): 296–312. DOI: 10.1108/JEC-08-2020-0151
27.
FengXIoanNLiY (2021) Comparison of the effect of online teaching during COVID-19 and pre-pandemic traditional teaching in compulsory education. The Journal of Educational Research114(4): 307–316. DOI: 10.1080/00220671.2021.1930986
28.
FleningEAsplundFEdin GrimhedenM (2022) Measuring professional skills misalignment based on early-career engineers’ perceptions of engineering expertise. European Journal of Engineering Education47(1): 117–143. DOI: 10.1080/03043797.2021.1967883
29.
GhaniSTaylorM (2021) Blended learning as a vehicle for increasing student engagement. New Directions for Teaching and Learning2021(167): 43–51. DOI: 10.1002/tl.20458
30.
GismallaMDAMohamedMSIbrahimOSO, et al. (2021) Medical students’ perception towards E-learning during COVID 19 pandemic in a high burden developing country. BMC Medical Education21(1): 1–7. DOI: 10.1186/s12909-021-02811-8
31.
Gutierrez-BucheliLKidmanGReidA (2022) Sustainability in engineering education: a review of learning outcomes. Journal of Cleaner Production330: 129734. DOI: 10.1016/j.jclepro.2021.129734
32.
HastieMHungIChenN, et al. (2010) A blended synchronous learning model for educational international collaboration. Innovations in Education & Teaching International47(1): 9–24. DOI: 10.1080/14703290903525812
33.
HewettBBourelleT (2017) Online teaching and learning in technical communication: continuing the conversation. Technical Communication Quarterly26(3): 217–222. DOI: 10.1080/10572252.2017.1339531
34.
Rao JettiEAhmed AL-FrajiGAL-HabsiO, et al. (2023) A study on blended learning environment – students perspective. Shanlax International Journal of Management10(3): 79–87. DOI: 10.34293/management.v10i3.5078
35.
JiangHChenC (2022) Data science skills and graduate certificates: a quantitative text analysis. Journal of Computer Information Systems62(3): 463–479. DOI: 10.1080/08874417.2020.1852628
36.
KhalilRMansourAEFaddaWA, et al. (2020) The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Medical Education20(1): 1–10. DOI: 10.1186/s12909-020-02208-z
37.
KibaruF (2018) Supporting faculty to face challenges in design and delivery of quality courses in virtual learning environments. The Turkish Online Journal of Distance Education176–197. DOI: 10.17718/tojde.471915
38.
LandaNZhouSMarongweN (2021) Education in emergencies: lessons from COVID-19 in South Africa. International review of education67(1): 167–183. DOI: 10.1007/s11159-021-09903-z
39.
MaitySSahuTNSenN (2021) Panoramic view of digital education in COVID-19: a new explored avenue. The Review of Education9(2): 405–423. DOI: 10.1002/rev3.3250
40.
MarciniakR (2018) Quality assurance for online higher education programmes: design and validation of an integrative assessment model applicable to Spanish universities. International Review of Research in Open and Distance Learning19(2). DOI: 10.19173/irrodl.v19i2.3443
41.
MastrogiacomiF (2021) A hybrid teaching and learning toolkit for a creative and curious mindset. In: Innovate Learning Summit. Waynesville, NC: Association for the Advancement of Computing in Education (AACE), 263–271.
42.
MathraniASarveshTUmerR (2022) Digital divide framework: online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education20(5): 625–640. DOI: 10.1080/14767724.2021.1981253
43.
McCluneBAlexanderJJarmanR (2012) Unexpected allies: advancing literacy in a ‘Science–English’cross-curricular context. International Journal of Educational Research55: 66–78. DOI: 10.1016/j.ijer.2012.07.006
44.
MeijerJ (2007) Cross-curricular skills testing in The Netherlands. Curriculum Journal18(2): 155–173. DOI: 10.1080/09585170701445996
45.
MuchtarZSariSRahmahS, et al. (2021) The implementation for natural science online lecture with chemistry education base at nurul fadhillah school bandar setia. Jurnal Pendidikan Kimia13(1): 85–93. DOI: 10.24114/jpkim.v13i1.24212
46.
MunirF (2022) More than technical experts: engineering professionals’ perspectives on the role of soft skills in their practice. Industry and Higher Education36(3): 294–305. DOI: 10.1177/09504222211034725
47.
Pérez-OxtéICorderoF (2022) Modelling and anticipation of graphical behaviors in industrial chemical engineering: the role of transversality of knowledge in learning mathematics. In: Mathematical Modelling Programs in Latin America. Cham, Switzerland: Springer, 269–290. DOI: 10.1007/978-3-031-04271-3_13
48.
Pozo-GarcíaEDde la Puente PachecoMAFernández-CornejoJA, et al. (2020) Whether your name is Manuel or María matters: gender biases in recommendations to study engineering. Journal of Gender Studies29(7): 805–819. DOI: 10.1080/09589236.2020.1805303
49.
QamarKKiranFKhanMA, et al. (2021) Challenges of e-learning faced by medical teachers and students during COVID-19 pandemic. Pakistan Armed Forces Medical Journal71: S3–S9. DOI: 10.51253/pafmj.v71iSuppl-1.6191
50.
RanHKimNSecadaW (2021) A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in k-12 classrooms. Journal of Computer Assisted Learning38(1): 258–284. DOI: 10.1111/jcal.12611
51.
RicoMCoppensJFerreiraP, et al. (2013) Everything matters: development of cross-curricular competences in engineering through web 2.0 social objects. In: Ubiquitous and Mobile Learning in the Digital Age. New York, NY: Springer, 139–157. DOI: 10.1007/978-1-4614-3329-3_9
52.
RicoHde la Puente PachecoMAPabonA, et al. (2023) Evaluating the impact of simulation-based instruction on critical thinking in the Colombian Caribbean: an experimental study. Cogent Education10(2). DOI: 10.1080/2331186X.2023.2236450
53.
RudhumbuNParawiraWBhukuvhaniC, et al. (2021) Insight into online teaching behaviour of lecturers in zimbabwean universities during the covid-19 era and beyond: issues and challenges. The International Journal of Information and Learning Technology38(5): 518–539. DOI: 10.1108/ijilt-07-2021-0104
54.
ScagnoliNBukiLJohnsonS (2019) The influence of online teaching on face-to-face teaching practices. Online Learning13(2). DOI: 10.24059/olj.v13i2.1671
55.
SchirmerBLockmanA (2022) Culturally responsive teaching in an undergraduate online general education course. Online Learning26(3). DOI: 10.24059/olj.v26i3.2805
56.
ShekDTZhuXLiX, et al. (2022) Satisfaction with HyFlex teaching and law-abiding leadership education in Hong Kong university students under COVID-19. Applied Research in Quality of Life17: 2833–2858. DOI: 10.1007/s11482-022-10040-4
57.
SlusarevaEDontsovA (2020) Professional and personal readiness of a teacher as a component of an inclusive culture. SHS Web of Conferences87: 00064. DOI: 10.1051/shsconf/20208700064
58.
SunAChenX (2016) Online education and its effective practice: a research review. Journal of Information Technology Education: Research15: 157–190. DOI: 10.28945/3502
59.
TownsendA (2015) Leading school networks: hybrid leadership in action?Educational Management Administration & Leadership43(5): 719–737. DOI: 10.1177/174114321454320
60.
VikasSMathurA (2021) An empirical study of student perception towards pedagogy, teaching style and effectiveness of online classes. Education and Information Technologies27(1): 589–610. DOI: 10.1007/s10639-021-10793-9
61.
VlachopoulosDMakriA (2021) Quality teaching in online higher education: the perspectives of 250 online tutors on technology and pedagogy. International Journal of Emerging Technologies in Learning (Ijet)16(06): 40. DOI: 10.3991/ijet.v16i06.20173
62.
WirthAEhmigSNiklasF (2021) The role of the home literacy environment for children’s linguistic and socioemotional competencies development in the early years. Social Development31(2): 372–387. DOI: 10.1111/sode.12550
63.
WiryantamaSPrakosoA (2021) The effectiveness of the implementaton of blended learning in economics. Edukatif Jurnal Ilmu Pendidikan4(1): 754–762. DOI: 10.31004/edukatif.v4i1.1917
64.
ZhangLQuJ (2021) Undergraduates’ learning performance under online-offline blended teaching: a system dynamics perspective. 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)12: 6. DOI: 10.2991/assehr.k.211220.180
65.
ZhangTKaberDZahabiM (2022) Using situation awareness measures to characterize mental models in an inductive reasoning task. Theoretical Issues in Ergonomics Science23(1): 80–103. DOI: 10.1080/1463922X.2021.1885083
66.
ZhouT (2022) Quality assurance issues and solutions in higher education online systems. Educational Theory: Teaching and Learning135–140. DOI: 10.55571/ettl.2022.06026
67.
ZouBHuangLMaW, et al. (2021) Evaluation of the effectiveness of efl online teaching during the covid-19 pandemic. Sage Open11(4): 215824402110544. DOI: 10.1177/21582440211054491
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
