Feasibility and Effectiveness of Online Learning for Engineering Students at Marshall University in the Post-Pandemic Era

Since the outbreak of the COVID-19 pandemic, asynchronous online learning has become a prominent method of education, yet its impact on student satisfaction remains inconclusive.This study investigates the experiences of 228 students via a comprehensive online survey at Marshall University with asynchronous learning platforms, assessing their effectiveness in fostering engagement and achievement.This study employs a quantitative research approach to gain insights into the usefulness of these platforms.Data was gathered using Marshall's Qualtrics TOS survey tool.The analysis involved SPSS to identify trends and correlations specifically from student perspectives, as this study focuses solely on their experiences.The findings reveal that while 45% of students reported positive experiences, significant issues persist: 53% experienced stress, 44% encountered technical difficulties, and 86% did not participate in external support programs.Confidence in digital tools was relatively high, with 49% feeling very confident.These results highlight the need for more interactive and adaptive content, robust technical support, and stronger feedback mechanisms to enhance learning outcomes.This study provides actionable recommendations for integrating these improvements into engineering and other higher education curricula, bridging the gap between technology and pedagogy to meet student needs effectively in a post-pandemic academic environment.