Pandemic-Induced Course and Assessment Changes for Undergraduate Engineering Education: The Development of Graduate Attributes

Autor/inn/en	Pang, Toh Yen; Kootsookos, Alex; Pirogova, Elena
Titel	Pandemic-Induced Course and Assessment Changes for Undergraduate Engineering Education: The Development of Graduate Attributes
Quelle	In: Journal of University Teaching and Learning Practice, 20 (2023) 5, Artikel 15 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	COVID-19; Pandemics; Educational Change; Undergraduate Students; Engineering Education; Interpersonal Relationship; Student Attitudes; Employment Potential; Skill Development; Well Being; Blended Learning; Electronic Learning; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Bildungsreform; Ingenieurausbildung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Well-being; Wellness; Wohlbefinden; Ausland; Australien
Abstract	Educators constantly need to make adjustments to their pedagogy and learning activities to reflect the fast changes in society, the economy and industry. This has been clearly demonstrated throughout the world in the response to the COVID-19 pandemic required fully remote delivery of tertiary education. The aim of this study was comparing the experiences and perceptions of tertiary students in a fully online and a blended delivery mode, particularly in response to their laboratory skills and development of graduate attributes. Pedagogical aspects were kept consistent across delivery modes to minimise the differences in learning activities across cohorts. A comparison was made between the 2020 fully online cohort and the 2021 blended delivery cohort. The students were asked about their perceptions of how well they thought the course developed their graduate attributes; how authentic they thought the course was; and how easy the content was to navigate and understand. A mixed methods approach was used, where both quantitative and qualitative data was gathered. The blended delivery mode students appeared to benefit from having a specific reflective task, which allowed them to see their learning in a broader context. The paper discusses the blending and online learning from the students' perspectives of developing graduate attributes and experiential learning. Specifically, where hands on skills are required, students need further guidance in "learning how to learn" or metacognition. A key challenge for future blended learning is getting the balance right between achieving efficiency in online learning and lack of social and dynamic interactions aspect of the online community. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: https://ro.uow.edu.au/jutlp/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01