Lessons post-lockdown: science and engineering education switching to online learning

Research output: Journal PublicationArticlepeer-review

Abstract

For universities, COVID-19 made traditional means of providing quality teaching and learning impossible. Nevertheless, students required delivery and assessment to progress or graduate on time. Subjects in Science and Engineering with practical components presented a particular challenge, and this paper assesses institutional means and the perspectives of both instructors and students to determine best practice in this context. By triangulating institutional data (from pre- and post-pandemic policy and module delivery data) with staff and student surveys, followed up by semi-structured interviews, this paper examines both macro and micro perspectives and highlights successful and less-than-successful strategies for skill-based subjects. Somewhat surprisingly, our data indicates higher initial satisfaction among students than teachers. Further, we provide institutional and individual suggestions to implement successful online teaching and learning under different delivery scenarios (e.g., simulation vs. actualization, or the employment of virtual and augmented reality systems) while mitigating potential negative impacts on the experience.
Original languageEnglish
Pages (from-to)287-309
JournalInternational Journal of Mobile Learning and Organisation
Volume16
Issue number3
Early online date2022
Publication statusPublished Online - 2022

Keywords

  • COVID-19
  • Blended Learning
  • Online-learning
  • Quality Assurance
  • Student Engagement
  • Practical Subjects
  • Skill-based Learning
  • Teaching and Learning
  • Science and Engineering
  • Remote Teaching
  • Student Learning

ASJC Scopus subject areas

  • Education

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