The article "Online Engineering Students' Learning Strategies" addresses a crucial issue in distance education, particularly in the training of adults in engineering programs.
As more universities adopt online education models, understanding how adult learners manage their learning, especially in key subjects like mathematics, becomes essential for improving course design and academic outcomes.
This study focuses on an introductory mathematics course for engineering, examining how students engage with both required and optional activities, and how these interactions relate to their academic success.
The state of the art shows that while there is existing research on online learning styles and participation in MOOCs, specific analysis of real student behavior in virtual engineering education platforms remains limited.
This study provides new insights through a cluster analysis identifying three student profiles: efficient, dedicated, and passive, offering a more detailed mapping of the learning strategies these profiles employ in relation to their participation in forums and practice activities. The study aligns with previous research on online learning, while also emphasizing the critical role of time management and assessment in academic success.
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How to cite: Villalonga Pons, J., Besalú, M., Samà Camí, A., & Sancho-Vinuesa, T. (2023). Online Engineering Students’ Learning Strategies. RIED. Revista Iberoamericana de Educación a Distancia, 26(2), 237–256. https://doi.org/10.5944/ried.26.2.36257
