Teaching and Learning for Computing and Engineering Students at the University of West London during COVID-19
DOI:
https://doi.org/10.57125/FED.2025.09.25.05Keywords:
Higher Education, Students’ Engagement, Students’ Achievement, Teaching, Online Learning, Computing and Engineering, Student Evaluations of Teaching, Assessment, Covid, PandemicAbstract
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.
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