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<p>The COVID-19 lockdown in New Zealand forced tertiary education providers to rapidly transition to online teaching with minimal preparation time. Synchronous online classes were delivered using platforms such as Microsoft Teams and Moodle. This study explores the post-COVID-19 online learning experience of construction students, focusing on both the perceived effectiveness of online learning and students' overall experiences. It captures insights from students enrolled in the New Zealand Diploma in Construction and the Bachelor of Construction at a selected tertiary institution. Data were gathered through an online questionnaire (103 respondents) and a focus group interview with selected students (8 participants). Respondents highlighted several benefits of online learning, including the convenience of staying at home (69%), continuous access to online materials (69%), flexibility to learn at their own pace (64%), and the comfort of their surroundings (54%). However, challenges were identified, with the most common being a lack of interaction with peers (70%) and technical difficulties with IT equipment (54%). While no significant difference was found between face-to-face and online learning in terms of increasing knowledge (P = 0.46), students rated online learning as less effective for skill development (P &lt; 0.001) and social competencies (P &lt; 0.001). Students also reported being less engaged in online classes compared to traditional settings (P &lt; 0.001). Despite these challenges, 73% of students found the online experience enjoyable. The study concludes that while students adapted to online learning and became more autonomous, they still valued face-to-face learning for skill development and social interaction. The findings suggest that a blended learning approach, combining online and in-person elements, could be a beneficial post-pandemic strategy to enhance student autonomy, motivation, and engagement.</p>

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Navigating the Shift: Assessing the Online Learning Experience and Effectiveness for Construction Students During the COVID-19 Pandemic in New Zealand

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月1日

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  • Don Amila Sajeevan Samarasinghe,
  • Imelda Saran Piri,
  • Oisik Das

摘要

The COVID-19 lockdown in New Zealand forced tertiary education providers to rapidly transition to online teaching with minimal preparation time. Synchronous online classes were delivered using platforms such as Microsoft Teams and Moodle. This study explores the post-COVID-19 online learning experience of construction students, focusing on both the perceived effectiveness of online learning and students' overall experiences. It captures insights from students enrolled in the New Zealand Diploma in Construction and the Bachelor of Construction at a selected tertiary institution. Data were gathered through an online questionnaire (103 respondents) and a focus group interview with selected students (8 participants). Respondents highlighted several benefits of online learning, including the convenience of staying at home (69%), continuous access to online materials (69%), flexibility to learn at their own pace (64%), and the comfort of their surroundings (54%). However, challenges were identified, with the most common being a lack of interaction with peers (70%) and technical difficulties with IT equipment (54%). While no significant difference was found between face-to-face and online learning in terms of increasing knowledge (P = 0.46), students rated online learning as less effective for skill development (P < 0.001) and social competencies (P < 0.001). Students also reported being less engaged in online classes compared to traditional settings (P < 0.001). Despite these challenges, 73% of students found the online experience enjoyable. The study concludes that while students adapted to online learning and became more autonomous, they still valued face-to-face learning for skill development and social interaction. The findings suggest that a blended learning approach, combining online and in-person elements, could be a beneficial post-pandemic strategy to enhance student autonomy, motivation, and engagement.