Teaching and learning for computing and engineering students at the University of West London during COVID-19

Shaaban, Ibrahim; Jafferali, Fehmida; Miah, Shihan

Teaching and learning for computing and engineering students at the University of West London during COVID-19

Lists

Shaaban, Ibrahim ORCID: https://orcid.org/0000-0003-4051-341X, Jafferali, Fehmida and Miah, Shihan (2025) Teaching and learning for computing and engineering students at the University of West London during COVID-19. Futurity Education, 5 (3). pp. 104-123. ISSN 2956-3402

Preview

PDF (PDF/A)
Teaching and learning for computing and engineering students_ShaabanI_accessible.pdf - Published Version
Available under License Creative Commons Attribution.
Download (574kB) | Preview

Official URL: https://futurity-education.com/index.php/fed/artic...

Abstract

This paper presents a comprehensive examination of the University of West London’s (UWL) pedagogical response to the COVID-19 pandemic, with a particular emphasis on practical subject areas within the Schools of Computing and Engineering. While the shift to online teaching has been extensively documented across higher education, its specific impact on technical disciplines — where hands-on learning and applied instruction are central — has remained comparatively underexplored. To address this critical gap, the study undertakes a robust quantitative analysis of student satisfaction, drawing on Module Evaluation Survey (MES) data collected over four consecutive academic years (2019–2022). A total of 6,923 anonymised responses from level 3 (foundation year) modules were analysed using descriptive statistics and inferential hypothesis testing. The findings indicate no statistically significant difference in student satisfaction between pre-pandemic and pandemic cohorts (p > 0.05), suggesting that the rapid transition to online learning at UWL did not compromise the quality of student experience in these technical fields. This outcome highlights the effectiveness of the university’s adaptive strategies, particularly the implementation of the UWLFlex model—a blended learning framework designed to ensure pedagogical continuity and flexibility during periods of disruption. The paper further examines the range of academic and pastoral support mechanisms implemented to address the challenges presented by remote learning. These included enhanced digital infrastructure, targeted staff training, and proactive student engagement initiatives. Collectively, these measures contributed to sustaining high levels of student satisfaction and academic performance, reinforcing the model’s relevance for future curriculum design in times of uncertainty. The study offers valuable insights into resilient educational practices and underscores the importance of agile, student-centered approaches in safeguarding learning outcomes during global crises.

Item Type:	Article
Identifier:	10.57125/FED.2025.09.25.05
Keywords:	Higher Education, Students’ Engagement, Students’ Achievement, Teaching, Online Learning, Computing and Engineering, Student Evaluations of Teaching, Assessment, Covid, Pandemic
Subjects:	Construction and engineering
Depositing User:	Mary Blomley
Date Deposited:	12 Sep 2025 09:29
Last Modified:	12 Sep 2025 09:45
URI:	https://repository.uwl.ac.uk/id/eprint/14078

Downloads

Downloads per month over past year

Actions (login required)

View Item

References

Abumandour, E. T. (2022). Applying e-learning system for engineering education – challenges and obstacles. Journal of Research in Innovative Teaching & Learning, 15(2), 150–169. https://doi.org/10.1108/JRIT-06-2021-0048

Akuratiya, D. A., & Meddage, D. N. (2020). Students’ perception of online learning during COVID-19 pandemic: A survey study of IT students. Tablet, 57(48), 23.

Afip, L. A., Sabri, N., & Hassan, A. A. (2020). Undergraduate students’ perceptions of emergency forced remote education in learning English. Kresna Social Science and Humanities Research, 1, 1–6.

Alexa, L., Pislaru, M., Avasilcai, S., Lucescu, L., Bujor, A., & Avram, E. (2022). Exploring Romanian engineering students’ perceptions of COVID-19 emergency e-learning situation: A mixed-method case study. The Electronic Journal of e-Learning, 20(1), 19–35. https://doi.org/10.34190/ejel.20.1.2190

Allen, R. E., Kannangara, C., Conn, C., Heyworth, B., & Carson, J. (2025). “Everything was up in the air”: A qualitative study exploring the disruption of the COVID-19 pandemic for UK university students and post-COVID-19 recommendations. Journal of Further and Higher Education, 1–20. https://doi.org/10.1080/0309877X.2025.2509576

Almendingen, K., Morseth, M. S., Gjølstad, E., Brevik, A., & Tørris, C. (2021). Students’ experiences with online teaching following COVID-19 lockdown: A mixed-methods explorative study. PLOS ONE, 16(8), Article e0250378. https://doi.org/10.1371/journal.pone.0250378

Anwar, I. W., & Wahid, J. H. (2021). Learners’ perception on online learning implementation during COVID-19 pandemic. Journal of Languages and Language Teaching, 9(2), 126–138. https://doi.org/10.33394/jollt.v9i2.3576

Apker, J. (2022). College student accounts of coping and social support during COVID-19 impacted learning. Communication Quarterly, 70(3), 296–316. https://doi.org/10.1080/01463373.2022.2051574

Arbaugh, J. B., & Hwang, A. (2013). Uses of multivariate analytical techniques in online and blended business education: An assessment of current practice and recommendations for future research. Journal of Management Education, 37(2), 229–260. https://doi.org/10.1177/1052562912461541

Arif, M. T., & Shafiullah, G. M. (2022). Exploring teaching and learning experience during COVID-19 pandemic in engineering education. Sustainability, 14(12), Article 7501. https://doi.org/10.3390/su14127501

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to the coronavirus pandemic. Asian Journal of Distance Education, 15(1), i–vi. https://doi.org/10.5281/zenodo.3778083

Buonsenso, D., et al. (2021). School closures during the COVID-19 pandemic. The Pediatric Infectious Disease Journal, 40(4), e146–e150. https://doi.org/10.1097/INF.0000000000003052

Carlsen, L., & Bruggemann, R. (2021). The 17 United Nations’ Sustainable Development Goals: A status by 2020. International Journal of Sustainable Development & World Ecology, 29(3), 219–229. https://doi.org/10.1080/13504509.2021.1948456

Conceição, V., Rothes, I., & Gusmão, R. (2021). The association between changes in the university educational setting and peer relationships: Effects in students’ depressive symptoms during the COVID-19 pandemic. Frontiers in Psychiatry, 12, Article 783776. https://doi.org/10.3389/fpsyt.2021.783776

Dinu, L. M., Baykoca, A., Dommett, E. J., Mehta, K. J., Everett, S., Foster, J. L. H., & Byrom, N. C. (2022). Student perceptions of online education during COVID-19 lockdowns: Direct and indirect effects on learning. Education Sciences, 12(11), Article 813. https://doi.org/10.3390/educsci12110813

Drysdale, M. T. B., & McBeath, M. (2018). Motivation, self-efficacy and learning strategies of university students participating in work-integrated learning. Journal of Education and Work, 31(5–6), 478–488. https://doi.org/10.1080/13639080.2018.1533240

Elberkawi, E. K., Maatuk, A., Elharish, S. F., & Eltajoury, W. M. (2022). A comparative study of the challenges and obstacles facing e-learning during the COVID-19 pandemic from the perspectives of university instructors and students. In Proceedings of the Australasian Computer Science Week (pp. 186–192). https://doi.org/10.1145/3511616.3513114

Ghanavatizadeh, A., Mahmoudi, G., Jahani, M. A., Hashemi, S. N., Nikbakht, H. A., Abbasi, M., Darzi, A., & Soltani, S. A. (2024). Determining the challenges and opportunities of virtual teaching during the COVID-19 pandemic: A mixed-method study in the north of Iran. BMC Research Notes, 17(1), 148. https://doi.org/10.1186/s13104-024-06806-8

Hammad, S., Wood, R., Hunter, G., & Dimitriadis, C. (2025). University mathematics lecturers’ experiences of teaching and learning during COVID-19 pandemic: A comparative study between Kuwait and United Kingdom. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), Article em2603. https://doi.org/10.29333/ejmste/16062

Hettiarachchi, S., Damayanthi, B., Heenkenda, S., Dissanayake, D., Ranagalage, M., & Ananda, L. (2021). Student satisfaction with online learning during the COVID-19 pandemic: A study at state universities in Sri Lanka. Sustainability, 13(21), Article 11749. https://doi.org/10.3390/su132111749

Goumaa, R., Anderson, L., & Zundel, M. (2019). What can managers learn online? Investigating possibilities for active understanding in the online MBA classroom. Management Learning, 50(2), 226–244. https://doi.org/10.1177/1350507618800602

Kaufmann, R., & Vallade, J. I. (2022). Exploring connections in the online learning environment: Student perceptions of rapport, climate, and loneliness. Interactive Learning Environments, 30(10), 1794–1808. https://doi.org/10.1080/10494820.2020.1749670

Konecki, M. (2020). Impact of distance learning on motivation and success rate of students during the COVID-19 pandemic. In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO) (pp. 813–817). https://doi.org/10.23919/MIPRO48935.2020.9245406

Kim, S., Jeong, S. H., Kim, H. S., & Jeong, Y. J. (2022). Academic success of online learning in undergraduate nursing education programs in the COVID-19 pandemic era. Journal of Professional Nursing, 38, 6–16. https://doi.org/10.1016/j.profnurs.2021.10.005

Lemay, D. J., Bazelais, P., & Doleck, T. (2021). Transition to online learning during the COVID-19 pandemic. Computers in Human Behavior Reports, 4, Article 100130. https://doi.org/10.1016/j.chbr.2021.100130

Li, X., Odhiambo, F. A., & Ocansey, D. K. W. (2023). The effect of students’ online learning experience on their satisfaction during the COVID-19 pandemic: The mediating role of preference. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2023.1095073

Mathrani, A., Sarvesh, T., & Umer, R. (2021). Digital divide framework: Online learning in developing countries during the COVID-19 lockdown. Globalisation, Societies and Education, 20(5), 625–640. https://doi.org/10.1080/14767724.2021.1981253

Matli, W., & Phurutsi, M. (2023). Students’ concerns about online remote learning during COVID-19 pandemic in the 4IR digital society. Procedia Computer Science, 219, 971–976. https://doi.org/10.1016/j.procs.2023.01.374

Maqbool, S., Farhan, M., Safian, H. A., Zulqarnain, I., Asif, H., Noor, Z., … Rehman, M. E. U. (2022). Students’ perception of e-learning during COVID-19 pandemic and its positive and negative learning outcomes among medical students: A country-wise study conducted in Pakistan and Iran. Annals of Medicine and Surgery, 82, Article 104713. https://doi.org/10.1016/j.amsu.2022.104713

Mehta, K. J., Aula-Blasco, J., & Mantaj, J. (2024). University students’ preferences of learning modes post COVID-19-associated lockdowns: In-person, online, and blended. PLOS ONE, 19(7), Article e0296670. https://doi.org/10.1371/journal.pone.0296670

Mohd Satar, N. S., Morshidi, A. H., & Dastane, D. O. (2020). Success factors for e-learning satisfaction during COVID-19 pandemic lockdown. International Journal of Advanced Trends in Computer Science and Engineering. https://ssrn.com/abstract=3715146

Moustakas, L., & Robrade, D. (2022). The challenges and realities of e-learning during COVID-19: The case of university sport and physical education. Challenges, 13(1), Article 9. https://doi.org/10.3390/challe13010009

Mushtaha, E., Abu Dabous, S., Alsyouf, I., Ahmed, A., & Abdraboh, N. R. (2022). The challenges and opportunities of online learning and teaching at engineering and theoretical colleges during the pandemic. Ain Shams Engineering Journal, 13(6), Article 101770. https://doi.org/10.1016/j.asej.2022.101770

Muthuprasad, T., Aiswarya, S., Aditya, K. S., & Jha, G. K. (2021). Students’ perception and preference for online education in India during COVID-19 pandemic. Social Sciences & Humanities Open, 3(1), Article 100101. https://doi.org/10.1016/j.ssaho.2020.100101

Nazempour, R., Darabi, H., & Nelson, P. C. (2022). Impacts on students’ academic performance due to emergency transition to remote teaching during the COVID-19 pandemic: A financial engineering course case study. Education Sciences, 12, Article 202. https://doi.org/10.3390/educsci12030202

Neamhom, T., & Chumprasittichok, T. (2024). Impacts of online learning class during the COVID-19 pandemic on student performance and their mental health status. Journal of Health Management, 26(1), 164–171. https://doi.org/10.1177/09720634231225017

Neves, J., & Hewitt, R. (2020). Student academic experience survey 2020. Higher Education Policy Institute. https://www.hepi.ac.uk/wp-content/uploads/2020/06/The-Student-Academic-Experience-Survey-2020.pdf

Office for Students. (2021). The National Student Survey: Student experience during the pandemic (Insight brief 10).https://www.officeforstudents.org.uk/media/5962/insight-brief-10-nss-finalforweb.pdf

Pelucio, L., Simões, P., Dourado, M. C. N., Quagliato, L. A., & Nardi, A. E. (2022). Depression and anxiety among online learning students during the COVID-19 pandemic: A cross-sectional survey in Rio de Janeiro, Brazil. BMC Psychology, 10(1), Article 192. https://doi.org/10.1186/s40359-022-00897-3

Pokhrel, S., & Chhetri, R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481

Sáiz-Manzanares, M.-C., Casanova, J. R., Lencastre, J.-A., Almeida, L., & Martín-Antón, L.-J. (2022). Student satisfaction with online teaching in times of COVID-19. Comunicar, 70, 31–40. https://doi.org/10.3916/C70-2022-03

Sharifi Far, S., & Hunt, T. E. (2023). Online learning and university students’ anxiety during the COVID-19 pandemic. In P. Macaulay & L. M. Tan (Eds.), Applied psychology readings (SCAP 2022) (pp. 27–39). Springer. https://doi.org/10.1007/978-981-99-2613-8_4

Selco, J. I., & Habbak, M. (2021). STEM students’ perceptions on emergency online learning during the COVID-19 pandemic: Challenges and successes. Education Sciences, 11(12), Article 799. https://doi.org/10.3390/educsci11120799

Shevchenko, V., Malysh, N., & Tkachuk-Miroshnychenko, O. (2021). Distance learning in Ukraine in COVID-19 emergency. Open Learning: The Journal of Open, Distance and e-Learning, 39(1), 4–19. https://doi.org/10.1080/02680513.2021.1967115

Surendran, S., Hopkins, S., Aji, A. S., Abubakar, S., Clayton, T., Dunuwila, T., & Shatwan, I. M. (2023). Perspectives of teaching during the COVID-19 lockdown: A comparison of teaching in university bioscience programmes from around the world. Research in Science & Technological Education, 41(3), 1133–1154. https://doi.org/10.1080/02635143.2021.1993178

Tribal Group. (2020). Student experience in the time of COVID-19: Survey results. https://www.tribalgroup.com/blog/student-experience-in-the-time-of-covid-19

Upadhyaya, B. K., Saha, A., & Dutta Pramanik, P. K. (2025). Impact of e-learning on engineering education during the COVID-19 pandemic: A study in the northeastern region of India. Turkish Online Journal of Distance Education, 26(1), 233–250. https://doi.org/10.17718/tojde.1405674

Wilczewski, M., Gorbaniuk, O., Mughan, T., & Wilczewska, E. (2022). The effects of online learning experience during the COVID-19 pandemic on students’ satisfaction, adjustment, performance, and loyalty: Evidence from Poland. Journal of International Students, 12(3), 694–715. https://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1295&context=busadmin_fac

Xiong, Y., Fang, S., & Shen, M. (2024). Meta-analyzing the effect of online learning on academic achievement in higher education during COVID-19 pandemic. Interactive Learning Environments, 33(2), 1712–1734. https://doi.org/10.1080/10494820.2024.2375347

Xu, T., & Wang, H. (2023). High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis. Frontiers in Psychology, 13, 1103925. https://doi.org/10.3389/fpsyg.2022.1103925

Zarei, S., & Mohammadi, S. (2022). Challenges of higher education related to e-learning in developing countries during COVID-19 spread: A review of the perspectives of students, instructors, policymakers, and ICT experts. Environmental Science and Pollution Research, 29(57), 85562–85568. https://doi.org/10.1007/s11356-021-14647-2

Tools

CORE (COnnecting REpositories)

The University of West London

Teaching and learning for computing and engineering students at the University of West London during COVID-19

Abstract

Downloads

Actions (login required)

Menu