Explore Engineering Students’ Attitude Towards Self Regulated Inquiry-Based Online Learning

Abstract

In the current evolving educational landscape, technology plays an important role in enhancing learning experiences. Among its transformative applications, online learning stands out as a revolutionary force that is reshaping traditional classroom dynamics. This study exploring the engineering students’ attitudes towards self-regulated, inquiry-based online learning (SRIBOL), which is a specific aspect of online education. Through a quantitative approach, the study employed a survey questionnaire to collect data from 397 students across three engineering universities in Bangladesh: one international university, one public university and one private university. Data collection utilized a convenient sampling technique, while analysis was conducted using a one-way ANOVA. The instrument was validated by validity analysis using Cohen’s Kappa index, which indicated strong face validity with a Kappa value of 0.82. Moreover, reliability analysis using Cronbach’s alpha demonstrated good internal consistency with a Kappa value of 0.82. Moreover, reliability analysis using Cronbach Alpha demonstrated good internal consistency with an alpha value of 0.75. The findings revealed a significant variation in engineering students’ perceptions based on their field of specialization, suggesting that personalized experiences in SRIBOL could cater to their specific needs. For example, Mechanical and Chemical Engineering (MCE) students may benefit more from simulations and software tools, while Computer Science Engineering (CSE) students may find greater value in self-regulated inquiry-based online learning activities. This emphasizes the variability in engineering students’ perceptions depending on their area of study