(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY

The 15th De La Salle University Arts Congress

March 29-31, 2022

Experiences of Engineering Students during the Covid-19 Pandemic:

A Qualitative Study
Maria Cristina M. Firmante
De La Salle University Manila

Abstract: The current Covid-19 pandemic resulted an enormous effect to people all over
the world. There is a major distraction as schools needed to quickly shift from
traditional face-to-face learning to remote or digital learning. Literature shows how
the Covid-19 pandemic make a toll on students’ well-being and learning. Thus, the
current research aimed to explore students’ experiences and addressed the following
research questions (1) What is the impact of the Covid-19 pandemic among engineering
students? (2) What are the perceived advantages and disadvantages of remote
learning? and (3) What are the coping strategies of engineering students during the
Covid-19 pandemic? With this aim, a focus group discussion was carried out online and
eight undergraduate engineering students participated in the study. Two general
categories (Fear and Anxiety & Opportunities) with five codes were obtained for
research question one, two general categories (Advantages & Disadvantages of the
Remote Learning) with ten codes for research question two and three general
categories (Physical Activity, Support System & Personal Time) with ten codes for
research questions three. Results will help aid in the development of continuous
support services for students in this new and challenging time.

Keywords: Covid-19 pandemic; Engineering students; Remote learning; Coping

strategies

Background of Study and care for their children due to school closure
(Harris, 2020).
The coronavirus disease (COVID-19) had a
huge impact on people's lives all around the world. Research revealed that previous epidemics
Many schools and universities were obliged to make negatively affected people and society’s mental
an unforeseen transition from traditional face-to- health (Wu, Fang, Guan, Fan, Kong, Yao, Liu,
face studying to digital teaching and learning due to Fuller, Susser & Lu, 2009, Wu, Liu, Fang, Fan,
the health emergency triggered by the pandemic. Fuller, Guan, Yao, Kong, Lu & Litvak, 2008). People
This situation has affected teachers and students may develop intense stress responses during crises
around the world from primary, secondary (Kaden, which can have both short and long-term effects on
2020; Lassoued, Alhendawi & Bashitialshaaer, mental health (Wu et al.,2009). Consequently,
2020) and even in the higher education (Akour, research on COVID-19 presented that young people
Ala’a, Barakat, Kanj, Fakhouri, Malkawi, & Musleh, are the most vulnerable to mental health crises (Cao,
2020; Rapanta, Botturi, Goodyear, Guàrdia, & Fang, Hou, Han, Xu, Dong & Zheng, 2020). The
Koole, 2020). While schools and universities rush to World Health Organization also mentioned
adapt and adopt digital systems for remote learning significant mental health concerns during the
(Garcia-Alberti, Suárez, Chiyón, & Mosquera Feijoo, pandemic such as concerns about the risk of being
2021), students encounter challenges like lack of infected, losing a family member or loved ones,
access to academic resources and distractions in the uncertainty, the threat of losing one’s life, the
home learning environment (Clabaugh, Duque & restrictions on social connection and interactions,
Fields, 2021) and might have experienced negative and the like (WHO, 2020a).
emotions due to the hurried switch to an unfamiliar
learning situation (Park, Park, Jackson & Vanhoy, For college students, the prevalence of the
2020) while parents were also struggling to educate pandemic creates new stressors including fear and

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

worry for oneself or loved ones, constraints on & Saalman, 2017). Although online education is
physical movement and social activities due to becoming a significant tool available to educators,
quarantine, and sudden and radical lifestyle with the unprecedented transition to remote
changes (Son, Hedge, Smith, Wang & Sasangohar, learning, it is necessary to assess and properly
2020). There were reported manifestations of handle Covid-19's direct and indirect threats to
distress, anxiety, depression, and insomnia in students' well-being (Burns, Dagnall & Holt, 2020).
general populations as Covid-19 swept the world The sudden adjustment can be especially difficult for
(Tee, Teem Anlacan, Aligam, Reyes, Kuruchittham engineering students because most institutions
& Ho, 2020). Approximately one out of every four based most of their learning on practical
students suffer from anxiety (Cao et al., 2020). It was applications, laboratory classes, and direct contact
supported by the study of Salari, Hosseinian-Far, with lecturers and other students (Baltà-Salvador,
Jalali, Vaisi-Raygani, Rasoulpoor, Mohammadi & Olmedo-Torre, Pea, & Renta-Davids, 2021). As Park
Khaledi, (2020) that among the general populations et al. (2020) stated, the transition was difficult. In a
in Asia and Europe showed the prevalence of stress remote-learning environment, it is difficult to
(29.6%); anxiety (31.9%) and depression (33.7%). conduct lab courses, which are an important part of
Consequently Brooks, Websters, Woodland, Wessely undergraduate engineering curriculums and are
Greenberg & Rubin (2020) individual in quarantine needed by the Accreditation Board for Engineering
experience psychological distress in the form of and Technology (ABET) for program accreditation.
anxiety, anger, confusion and post-traumatic stress Hence. the instructional change may cause
symptoms. For many students, the pandemic increased stress levels for students that ultimately
complicated their current plans, increased concerns impact their well-being, academic emotions, and
over academic achievements, and changed their college retention (Ramo, Lin, Hald, & Huang-Saad,
mode of functioning. Students try to cope, with 2021).
either positive or negative coping strategies and
seek support from others (Son et al., 2020). Hence, Despite the existing literature on online
the effects of the pandemic on the mental health and engineering education, to the best of my knowledge,
well-being of college students must be assessed there has been no thorough qualitative analysis of
immediately (de Oliveira Araújo, de Lima, Cidade, the experiences of engineering students at present.
Nobre & Neto, 2020; Zhai, 2020). In view of the ongoing pandemic, it is in this light
that the present study hopes to contribute to the
The government all over the world has existing literature with valuable results. It’s an
imposed safety measures to prevent community opportunity to learn more about engineering
transmission. As the Covid-19 pandemic posed an students’ experiences of the abrupt move to online
unprecedented challenge, higher education learning so that support services for students’
suspends face-to-face classes and moved toward general well-being can be developed. As a result, the
remote learning (UNESCO, 2020). The unexpected present study addressed the following research
change due to health crises forced students to adapt questions:
to new ways of learning that can potentially affect
their academic. In the case of engineering education, 1. What is the impact of the Covid-19
a large part of the curriculum is based on the pandemic among engineering students?
practical application of knowledge such as 2. What are the perceived advantages and
laboratory classes (Jacques, Quahabi & Lequeu, disadvantages or remote learning?
2020), and the online setup could pose a significant 3. What are the coping strategies of
challenge. engineering students during the Covid-19
pandemic?
According to Martinez, Aguilar & Ortiz,
2005), online education has become a viable Method
component of higher education in engineering
subfields like electrical and computer engineering,
computer science, and information technology, Research Design
particularly at the master's or post-graduate level,
over the last decade. From the traditional content This study employed a qualitative research
centered (Bourne & Mayadas, 2005) to various approach. Qualitative designs are beneficial for
pedagogical methodologies have shown efficacy in research that aims to look deeper into a specific
enhancing engineering education (Lima, Andersson, topic. In qualitative research, the researcher aims to
comprehend the participants' unique world by

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

listening carefully and attempting to capture the

significance they place on their lives and experiences Invitation to participate in the study was
(Ponterotto, 2005). Particularly, a focus group was announced to the engineering students’ council. The
used in this study. The focus group technique allows researcher sought assistance from the students’
for spontaneous information exchange as well as the council to share and disseminate the letter of
expression of participants' knowledge and ideas. invitation to engineering students across levels.
Students who opted to participate in the study
Focus groups are a type of group interview received an email with further instructions about
that uses communication among study participants the online focus group discussion. They were
to gather information (Kitzinger, 1995). It enables informed that the platform we will be using is via
interactive and in-depth exploration of respondents’ Zoom and they were asked to use their university-
experiences (Kitzinger, 1995) and the group process assigned email addresses in joining the online
can help clarify each view that might not emerge discussion. Their consent in the utilization of the
from a one-on-one interview which the author gathered data for research and program
believes best fits serve its purpose. In a focus group development was obtained as well via Google Forms.
discussion, participants can think aloud and are free Participants were also informed that no identifiable
to say what they think. Moreover, information information will be shared in the event that the data
obtained from focus group discussions is deeper than gathered from them will be used for research
from face-to-face interviews because of the social presentation or publication.
interaction among the participants (Thomas,
MacMillan, McRoll, Hale & Bond, 1995). Data Analysis
Trustworthiness of the Research The data analysis began with organizing
the data. As the first step, the recorded Zoom
Various strategies are used to ensure the meeting of the focus group discussion was
validity and reliability of the research. As to ensure transcribed verbatim and analyzed by summarizing
the trustworthiness of the study, the researcher took content analysis. The initial step consisted of
steps such as maintaining member-checking, “immersion in the data” (Morrow, 2005) through
auditing and engaging in “critical and sustained careful listening to the recorded discussion, reading
discussion” with knowledgeable colleagues (Morrow, through the transcripts, and going through the
2005). whole data. Similar codes were brought together into
the main categories. Two Ph.D. students in
Participants counseling psychology assisted and confirmed the
codes constituted by the researcher. Furthermore,
The participants of this study were codes were used to protect the privacy of the
comprised of eight (8) engineering students enrolled participants.
in the online class. Three (3) out of eight (8) students
are second year students and five (5) students are in Ethical Considerations
their third year and enrolled in different courses.
Four students are taking industrial engineering, one As a qualitative study is an in-depth
student is taking computer programming examination of the personal experiences of the
engineering and three students are taking participants, the following precautions are taken to
mechanical engineering course. protect the participant’s rights: 1) the purpose of the
research was communicated to the participants in
Purposive and convenience sampling is writing sent via email; 2) informed consent was
applied in this research. Both techniques are sought from the participants; 3) participant
examples of non-probability sampling. The non- anonymity is protected through the use of
probability sampling focuses on sampling pseudonyms and lastly; 4) strict confidentiality is
techniques where the group units under and will be maintained on all personal information
investigation are based on the judgment of the shared.
researcher. According to Patton (2002), purposeful
sampling seeks cases with a lot of information that Findings
can be investigated in depth.
Analysis of data revealed the experiences of
Procedure the participants about the COVID-19 pandemic,

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

advantages and disadvantages of the remote ways not to be bored inside our house”. While other
learning and their coping strategies. Results of each participants declared that the pandemic allowed
research question were shown below. them to have more time for themselves. One
participant stated, “I got a chance to have self-
What is the impact of the Covid-19 pandemic among reflection, appreciating what we have, what I have,
engineering students? having a deeper understanding of myself is one of
the good things that this pandemic brought to me".
Findings related to the first research question
resulted in the categories and codes shown in Table What are the perceived advantages and
2. disadvantages of remote learning?

Table 2. Perspective of students about Covid-19 Asking the participants about their remote learning
General Codes F education experience, two general categories, and
Categories ten codes were attained shown in Table 3.
Fear and Fear of getting 8
Table 3. Students View about the Sudden Shift to
Anxiety infected
Online Learning
Fear of losing a 8
loved one General Codes F
Uncertainty of the 8 Categories
current situation Advantages of Increased comfort 8
the remote Less stress from 4
Opportunities Rebuilding 6 learning commuting
relationship Reduced expenses 7
Time for self- 5 Learning flexibility 6
reflection Decreased tardiness 8

Disadvantages Poor internet connection 8

Table 2 presents two general categories of the remote Increased workload 8
such as fear and anxiety and opportunities while five learning Excessive screen time 8
codes are determined within these categories. exposure
Students are generally anxious about the Covid-19 Limited interaction with 4
pandemic indicated fear of getting infected, fear of classmates/professor
losing a loved one, and uncertainty of the current Inability to focus 4
situation. Students pointed out that this public
health emergency affected people around the world As seen in Table 3, five (5) codes each were
with no exception. One participant reiterated that labeled both for category 1 (advantages of the remote
“we are not ready, and we did not expect that this
learning) and category 2 (disadvantages of the
will last long, having that knowledge, knowing that remote learning). Participants have identified the
we are all uncertain as to when it will end is very benefits and the downside of digital learning. Most
frightening”. Another participant noted “having the of the participants declared the comfortability that
thought that my family member and loved one they are just at home and no need for them to get up
contracted this virus is very alarming, I am afraid to early to go to school. One participant stated “the
lose my family and loved ones”. online class that we have is flexible, you follow your
synchronous class and then work on your other tasks
Another category is “opportunities” wherein
during the asynchronous schedule. You can still
participants expressed that this pandemic brought have time for other chores. Also, no lates in
them to rebuild relationships wither with their class”. Another participant remarked is that “in this
family members and or significant others and a time of the pandemic, somehow, I was able to help
personal time – a chance to understand themselves the family to reduce the expenses like you don’t need
better. Some of the participants stated “before the
allowance every week or month, so there are some
pandemic, we seldom eat together as a family, I am savings”. While some students happily reported
busy in school same with my siblings while my that they are no longer stress due to commuting, as
parents are busy with their work. We go home late one participant mentioned, “I don’t need to wake up
most of the time. Because of the quarantine, we are super early just to avoid the hassle of commuting”.
able to have a meal together, there is a chance to
talk, we had the opportunity to bond and look for

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

Within the framework of the second Table 4 presents three general activities
category, participants identified the downside such and ten codes for the category of students’ coping
as poor internet connection, online classes require a strategies in this time of the pandemic. The general
bigger workload, excessive screen time exposure, categories are physical activity, support system, and
minimal interaction with classmates/professors, and personal time. Within the context of physical activity
inability to focus. One participant expressed “I think as one way of coping, participants identified
our major concern here is that the poor internet exercise/yoga, walking with pets, biking, and
connection we have here in the country. There are gardening activities. One participant stated,
moments when you cannot fully understand your “boredom strikes honestly. The limited move we
professor’s lecture because it’s either me or him is have due to restrictions is really something and I
lagging. Participants agreed that the excessive found exercising a way of coping. It helps me to get
screen time tends them not to work with their other a healthy body and even improved my
tasks at the end of their class. As one participant functioning”. Supported also by another participant,
mentioned, “I am too tired after our class”. While “it helps also in maintaining a healthy weight given
another participant stated, “I miss the face-to-face that we are just home. Likewise, meditation like
class, that much better, you can freely talk and yoga, keeps not only your mind healthy but as well
discuss things with your friends/classmates, you can as your inner self”.
easily clear things out to your professors, you can
hang out with your friends after class, I just miss it The next category was very remarkable to
so much”. They remarked that their online learning the participants. All of them declared that in this
requires them to work alone which they are not used time of the pandemic, social support is very
to. important. They see the value of family
relationships and significant others. One participant
What are the coping strategies of engineering mentioned, “during this time, we only have our
students during the Covid-19 pandemic? family, it opens to rebuild a healthy
relationship” while some also reiterated “connecting
Findings related to the third research question with friends also a way of coping – knowing that you
about their coping strategies in this time of have people around you are a good feeling”.
pandemic were formed into three categories and ten
codes shown in Table 4. Lastly, the third category is related to how
they have valued their personal time. For them, the
Table 4. Coping Strategies of Students in this time pandemic gives them a chance to know themselves
of Pandemic better. One remarkable statement that they agreed
with is that it allows them to focus on their interests,
General Codes F hobbies, and even unlock other skills they thought
Categories they cannot do. More so, participants expressed that
Physical Exercise/Yoga 5 personal time helps them connect to their emotional
Activity and physical well-being.
Walking with pets 6
Biking 4 Discussions
Gardening activities 4
Support Quality time with family/loved 8 The Covid-19 pandemic has caused significant
System ones changes in education all over the world and in every
Connecting with friends 8 aspect of life in general. The education system
Personal Spending time 8 imposed a safety measure for transitioning from
Time with hobbies face-to-face education to remote or distance
Social Media 8 learning. This safety measure has also a significant
(Netflix/Facebook/Youtube/video effect on students' lives. As students are the primary
games) stakeholders in the educational system, it is critical
Taking a break (screen 8 to understand their perspectives. Having a better
break/resting) understanding of their experiences can help improve
Pampering self (reward) 8 the delivery of remote or distance learning as well as
expand the services and programs intended for
them.

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

The present study revealed some noteworthy declared advantages of remote learning such as
findings. Data obtained from the focus group increased comfort, less stress from commuting,
discussion showed that the majority of the students reduced expenses, learning is flexible and can
were affected by the Covid-19 pandemic. decrease tardiness. Participants associate it with not
Participants in the present study expressed and coming late to class since it is remote learning. As
identified fear and anxiety because of the pandemic Wheatley and Greer (1995) posited that one of the
(ex. fear of getting infected, fear of losing their loved primary benefits of distance learning is students’
ones, and uncertainty of the current situation). arbitrariness of studying according to their
Supported by the previous research about the impact schedule.
of Covid-19 on students’ lives, young adults
experienced internalizing and externalizing both Furthermore, participants in this study also
physical and mental health problems brought by the identified some of the coping strategies they have.
pandemic (Cao et .al, 2020; Son et .al, 2022; Tee et Each student has a unique set of resilience and not
.al, 2020). Students identified fear and worry about all are responding to the pandemic in the same way.
their health and their loved ones. However, it was According to Bono, Reil, & Hescox (2020), there are
noteworthy to know that participants in this study resilience factors that become apparent during
also saw some opportunities despite the pandemic. disasters and traumatic events, one of which is
Participants in the present study also highlighted coping strategies. Participants in the present study
the opportunity of rebuilding the relationship and identified different coping strategies. The categories
time for personal reflection. It seems that this group apparent for this group are physical activity, support
saw the importance of social support and system, and personal time. Connecting themselves
appreciation of oneself. Similar to the study of to their loved ones in these trying times and having
Alghamdi (2021) on the impact of the Covid-19 quality time with them help ease the uncertainty as
pandemic on the social and educational aspects of there is a feeling of comfort and safety. Personal
students in Saudi Arabia, the findings also time on the other hand allows them to connect with
highlighted that students perceived the Covid-19 themselves while physical activities are vital to keep
pandemic helped them to be connected strongly with and maintain a healthy body. As Lazarus (1991,
their family members. 1999) & Lazarus & Folkman, (1984) theorized coping
is the changing thoughts and actions that an
Despite the considerable documentation of individual uses to manage the internal or external
online learning in higher education in general and in demands of a specific person-environment
engineering courses in particular, students transaction that is appraised as stressful. Coping
identified both the advantages and disadvantages of strategies help an individual to adapt to new and
remote learning. Participants in the present study challenging times.
agreed that remote learning offers both advantages
and disadvantages. However, participants Conclusion and Recommendations
highlighted the disadvantages of online learning.
They reiterated the poor internet connectivity in the The transition from face-to-face to remote
Philippines, the increased workload, limited or distance learning took a toll on both educators and
interaction with classmates and their professors, the students. Although online education has been visible
inability to focus, and the excessive screen time. throughout the last decades even for engineering
According to Young (1997) the most frequent courses, the pandemic has drastically hastened the
disadvantage of remote or distance learning is the process. The result of the data obtained from the
lack of interaction between instructors and learners focus group discussion supports the previous
and learners themselves. It also causes interaction findings on how the Covid-19 pandemic impacted the
problems such as being superficial in their lives of students in general. It captured the positive
communication and having no cooperative tasks and negative effects of the pandemic and students'
among students (de Oliveira et .al, 2018). Likewise, coping strategies in these trying times. It is
despite the recognized advantages of online learning noteworthy to know that despite the uncertainty,
for higher education, challenges have been reported students were able to see both the advantages and
in online learning in engineering education. As disadvantages of remote learning. Data gathered
Potkankjak, Gardner, Callaghan, Mattilla & Guetl showed that these engineering students tried to
(2016) argued, there is a unique demand for active maximize their coping strategies to maintain both
and interactive laboratory sessions through hands- their physical and mental wellness. Moreover,
on experiences. On the other hand, participants results showed that these engineering students are

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

trying to balance the positive and the negative pandemic on student wellbeing at universities
effects of the pandemic in their lives. Through the in the United Kingdom: A conceptual
coping strategies they employed, participants in this analysis. In Frontiers in Education (Vol. 5, p.
study were able to exercise and regulate their 204). Frontiers.
capacities in these trying times. Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J.,
& Zheng, J. (2020). The
Hence, it is, therefore, recommended that psychological impact of the COVID-19 epidemic
interventions should be available for students to on college students in
address their academic, personal, career, and even China. Psychiatry research, 287, 112934.
psychological needs exacerbated by the pandemic. Clabaugh, A., Duque, J. F., & Fields, L. J. (2021).
Intensifying counseling services could be one as well Academic stress and emotional well-being in
as other support services available in the university. united states college students following onset of
The results of the present study should also be the COVID-19 pandemic. Frontiers in
interpreted with some limitations that can be Psychology, 12.
addressed in the future research. Therefore, a de Oliveira Araújo, F. J., de Lima, L. S. A., Cidade,
follow-up research study not only limited to P. I. M., Nobre, C. B., & Neto, M. L. R.
engineering students' may also be conducted. (2020). Impact of Sars-Cov-2 and its
reverberation in global higher education and
References mental health. Psychiatry research, 288,
112977.
García-Alberti, M., Suárez, F., Chiyón, I., &
Akour, A., Ala’a, B., Barakat, M., Kanj, R., Fakhouri, Mosquera Feijoo, J. C. (2021). Challenges and
H. N., Malkawi, A., & Musleh, Experiences of Online Evaluation in Courses of
G. (2020). The impact of the COVID-19 Civil Engineering during the Lockdown
pandemic and emergency distance teaching on Learning Due to the COVID-19
the psychological status of university teachers: Pandemic. Education Sciences, 11(2), 59.
a cross-sectional study in Jordan. The American Harris, E. A. (2020). It was just too much”: How
journal of tropical medicine and hygiene, 103(6), remote learning is breaking parents. The
2391. New York Times.
Alghamdi, A. A. (2021). Impact of the COVID-19 Jacques, S., Ouahabi, A., & Lequeu, T. (2020).
pandemic on the social and educational Remote Knowledge Acquisition and
aspects of Saudi university students’ Assessment During the COVID-19
lives. PLoS One, 16(4), e0250026. Pandemic. International Journal of
Baltà-Salvador, R., Olmedo-Torre, N., Peña, M., & Engineering Pedagogy, 10(6), 120. https://
Renta-Davids, A. I. (2021). Academic and doi.org/ 10. 3991/ ijep. v10i6. 16205
emotional effects of online learning during the Kaden, U. (2020). COVID-19 school closure-related
COVID-19 pandemic on engineering changes to the professional life of a K–
students. Education and Information 12 teacher. Education Sciences, 10(6), 165.
Technologies, 1-28. Kitzinger, J. (1995). Qualitative research:
Bono, G., Reil, K., & Hescox, J. (2020). Stress and introducing focus groups. Bmj, 311(7000), 299-
wellbeing in urban college students in the 302.
US during the COVID-19 pandemic: Can Lassoued, Z., Alhendawi, M., & Bashitialshaaer, R.
grit and gratitude help?. International (2020). An exploratory study of the
Journal of Wellbeing, 10(3). obstacles for achieving quality in distance
Bourne, J., Harris, D., & Mayadas, F. (2005). Online learning during the COVID-19
engineering education: Learning pandemic. Education Sciences, 10(9), 232.
anywhere, anytime. Journal of Engineering Lima, R. M., Andersson, P. H., & Saalman, E. (2017).
Education, 94(1), 131-146. Active Learning in Engineering
Brooks, S. K., Webster, R. K., Smith, L. E., Education: a (re) introduction. European
Woodland, L., Wessely, S., Greenberg, N., & Journal of Engineering Education, 42(1), 1-4.
Rubin, G. J. (2020). The psychological Martínez, P. J., Aguilar, F. J., & Ortiz, M. (2019).
impact of quarantine and how to reduce it: Transitioning from face-to-face to blended
rapid review of the evidence. The and full online learning engineering master’s
lancet, 395(10227), 912-920. program. IEEE Transactions on
Burns, D., Dagnall, N., & Holt, M. (2020, October). Education, 63(1), 2-9.
Assessing the impact of the COVID-19

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311
(RE)IMAGINING THE ARTS IN THE POST-PANDEMIC RECOVERY
The 15th De La Salle University Arts Congress
March 29-31, 2022

Morrow, S. L. (2005). Quality and trustworthiness in satisfactionwith nursing care. Social

qualitative research in counseling Sciences in Health 1, 206–219.
psychology. Journal of Counseling UNESCO. (2020). COVID-19 and higher education:
Psychology, 52(2), 250-260. Today and tomorrow. Impact analysis,
doi:10.1037/0022-0167.52.2.250 policy responses and recommendations.
Park, J. J., Park, M., Jackson, K., & Vanhoy, G. http:// www. iesalc. unesco. org/ en/ wp-
(2020). Remote Engineering Education under content/ uploads/ 2020/ 04/COVID- 19- EN-
COVID-19 Pandemic 090420- 2. pdf
Environment. International Journal of Wheatley, B., & Greer, E. (1995). Interactive
Multidisciplinary Perspectives in Higher television: A new delivery system for a
Education, 5(1), 160-166. traditional reading course. Journal of
Ponterotto, J. G. (2005). Qualitative research in Technology and Teacher Education, 3(4),
counseling psychology: A primer on research 343-350.
paradigms and philosophy of science. Journal of World Health Organization. (2020a). Policy brief:
counseling psychology, 52(2), 126. COVID-19 and the need for action on
Potkonjak, V., M. Gardner, V. Callaghan, P. Mattila, mental health. World Health Organization.
C. Guetl, V. M. Petrović, and K. https://unsdg.un.org/sites/default/files/2020
Jovanović. 2016. Virtual laboratories for -05/UN-Policy-Brief-COVID-19-and-
education in science, technology, and mental-health.pdf
engineering: A review. Computers & Education, Wu, P., Fang, Y., Guan, Z., Fan, B., Kong, J., Yao, Z.,
95, 309-327. https://doi.org/10.1016/ Liu, X., Fuller, C. J., Susser, E., & Lu,
j.compedu.2016.02.002 J. (2009). The psychological impact of the
Ramo, N. L., Lin, M. A., Hald, E. S., & Huang-Saad, SARS epidemic on hospital employees in
A. (2021). Synchronous vs. asynchronous vs. China: Exposure, risk perception, and
blended remote delivery of introduction to altruistic acceptance of risk. The Canadian
biomechanics course. Biomedical engineering Journal of Psychiatry, 54(5), 302–311.
education, 1(1), 61-66. https://doi.org/10.1177/07067437090540050
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., 4
& Koole, M. (2020). Online university teaching Wu, P., Liu, X., Fang, Y., Fan, B., Fuller, C. J., Guan,
during and after the Covid-19 crisis: Refocusing Z., Yao, Z., Kong, J., Lu, J., & Litvak,
teacher presence and learning I. J. (2008). Alcohol abuse/dependence
activity. Postdigital Science and symptoms among hospital employees exposed to
Education, 2(3), 923-945. a SARS outbreak. Alcohol & Alcoholism, 43(6),
Salari, N., Hosseinian-Far, A., Jalali, R., Vaisi- 706–712. https://doi.org/10.1093/alcalc/agn073
Raygani, A., Rasoulpoor, S., Mohammadi, M., Young, J. R. (1997). Rethinking the Role of the
Rasoulpoor, S., & Khaledi-Paveh, B. (2020). Professor in an Age of High-Tech
Prevalence of stress, anxiety, depression among Tools. Chronicle of Higher
the general population during the COVID-19 Education, 44(6).
pandemic: a systematic review and meta- Zhai, Y., & Du, X. (2020). Addressing collegiate
analysis. Globalization and health, 16(1), 57. mental health amid COVID-19
https://doi.org/10.1186/s12992-020-00589-w. pandemic. Psychiatry research, 288, 113003.
Son, C., Hegde, S., Smith, A., Wang, X., &
Sasangohar, F. (2020). Effects of COVID-19 on
college students’ mental health in the United
States: Interview survey study. Journal of
medical internet research, 22(9), e21279.
Tee, M. L., Tee, C. A., Anlacan, J. P., Aligam, K. J.
G., Reyes, P. W. C., Kuruchittham, V., & Ho, R.
C. (2020). Psychological impact of COVID-19
pandemic in the Philippines. Journal of
affective disorders, 277, 379-391.
Thomas, L., MacMillan, J., McColl, E., Hale, C., &
Bond, S. (1995). Comparison of focus
group and individual interview
methodology in examining patient

DLSU ARTS CONGRESS PROCEEDINGS

Volume 6 | ISSN 2012-0311