1 Introduction
2 Pedagogy and technology in engineering education
2.1 The pedagogy of learning
2.2 Technology supported learning for engineering education
2.3 Technology supported learning during COVID-19 pandemic
2.4 A selective case study
-
2nd March 2020, all faculty must complete IT training for online delivery within 3 days
-
6th March 2020, Students must study from home and faculty deliver online
-
19th March 2020, Faculty work from home
3 Methodological steps
4 Data collection and results analysis
4.1 Students’ survey
-
Part I: Captures the students’ initial reactions towards the sudden migration online.
-
Part II: Determines the students’ preferred course instructor based on their online experience amid Covid-19.
-
Part III: Seeks the participants’ justification for reasons behind their choice of their preferred instructor.
4.2 Students’ interviews
-
Explain how they felt since the online migration which took place few week earlier.
-
Highlight any technological and pedagogical good practices and associated challenges and any psychological factors that may that may have impacted on their learning process.
-
Project their Reflections and propose recommendations.
Good practices | Challenges | |
---|---|---|
Technological | •Blackboard collaborate is a good and engaging online platform •Recorded Lectures helps students keep up with pace of online learning and make up for its limitations •Visual Studio Live which is a programming platform, that enables students and instructors to interact with the same code online in real time •Zoom or google meet used as a successful alternative to Blackboard Collaborate to make up for its limitations •Online Office Hours were found very helpful and convenient by students •Kahoot—Interactive quiz application to keep students engaged | •Connectivity issues and slow software downloads through remote access. •Blackboard Collaborate slow in terms of connectivity and real time interaction •Slow in-class communication slower than usual due to close/re-open the chat, open/close mic for students, etc. •Inability of some professors to adapt to the online teaching environment and tools |
Pedagogical | •Utilisation of Project-based assessments instead of timed online exams •Open-book assessments that shifted focus from memorizing concepts to proper and efficient application •Scanning sheets of paper (containing solutions) and uploading to iLearn; regarded as “best method” by students •Use of Webcams (to combat cheating) with exams of reasonable length and difficulty •Utilising Group activities | •Blackboard Collaborate found to be adequate and sufficient to mimic the class-room environment, but some students. •Some lecturers were not competent with the use of the online tools which wasted some of the lecture time •Lack or no students-2-students interactions within the online classes •Difficulties to stay focused without class interactions. •Inability of some professors to adapt to the online teaching environment and tools. •Working in isolation •Pure multiple choice assessment questions (especially on mathematics-based courses) •Significantly increasing exam difficulty and length to combat cheating •No-backtracking policy to combat cheating •Copying and pasting code into iLearn textboxes (for programming courses) not suitable for engineering courses •Practical assessments at home should be given more time and/or more assistance to account for technical issues •Lockdown Browser gave rise to many technical issues such as mathematical formulas formatting, starting up, etc. •Limited or no opportunities for class interactions. •Absence of recorded lectures for certain courses. •Group Activities promoted student–to–student interaction while providing additional engagement for students which was absent in Blackboard Collaborate lectures |
Psychological | •Working in groups •Interactive lectures •Having recorded lectures and supportive material as additional resources •Ensuring faire assessments procedures and formats •Smooth online delivery •Having access to the instructor for support and feedback | •Difficulties to stay focused without class interactions. •Inability of some professors to adapt to the online teaching environment and tools. •Working in isolation •Slower in-class communications. •No student–to–student interaction in Blackboard Collaborate. •Connectivity issues in Blackboard Collaborate •Absence of recorded lectures for certain courses |
4.2.1 Students’ reflections and recommendations
4.3 Instructors’ interview
Department | Gender | Position | Code | |
---|---|---|---|---|
Chemical engineering | Male | Professor | CHE[1] | |
Chemical engineering | Female | Associate Professor | CHE[2] | |
Computer science and engineering | Female | Associate Professor | SCE [1] | |
Computer science and engineering | Female | Lab Instructor | SCE [2] | |
Computer science and engineering | Female | Lab Instructor | SCE [3] | |
Electrical engineering | Male | Professor | ELE [1] | |
Electrical engineering | Male | Associate Professor | ELE [2] | |
Electrical engineering | Male | Professor | ELE [3] | |
Industrial engineering | Male | Associate Professor | INE [1] | |
Industrial engineering | Male | Associate Professor | INE [2] | |
Mechanical engineering | Male | Associate Professor | MCE [1] | |
Mechanical engineering | Male | Associate Professor | MCE [2] | |
Civil engineering | Male | Professor | CVE [1] |
4.3.1 Initial reactions and response to the shift to online delivery amid COVID-19
4.3.2 Challenges encountered and solutions employed in response to the new mode of delivery
Challenges | Issues emerging | Solutions deployed |
---|---|---|
Technical | -Occasional internet connection interruptions -Students’ connectivity issues causing delays in joining the sessions | Recorded and archived the lectures for students’ access. Used other platforms such as ‘Google meet’ as a back platform in case of interrupted connections via iLearn collaborate |
-Displaying complex mathematical equations and derivations on the shared screen | Use digital tablets and other tools such as Microsoft whiteboard for writing on shared screens | |
Pedagogical | -Students’ engagement online | Verbal and periodic questioning during the lectures Active approaches to teaching by picking students at random to answer short questions Use Kahoot which is a quiz game to engage students in answering questions in a fun and competitive way Giving the students presenter rights to write on the shared digital screen Use polls in a form of multiple choice questions to evaluate students’ learning Use discussion threads in synchronous modes to encourage students’ engagement. Mark students for active participation Introduce breakout sessions on Collaborate and engage students to work in groups |
-Difficulties in using the same lecture slides as f-2-f teaching | Enrich the lecture slides with questions for the students to interact and respond to Leave gaps between the lines on the slides to write on | |
Psychological | -Dealing with Students’ anxieties and uncertainties -Students’ isolation and lack of peer interactions | Increased office hours to give more attention to the students Allow the students to undo their feelings during the lecture session |
-
Internet connectivity issues: Although bandwidth limitations and their impact on the internet connectivity was not a nagging problem that faced the online delivery at selected higher education institution, there were few occasions at the start of the online migration period when the internet connection was interrupted by the service providers to cope with the sudden surge of internet demands across the world. At the same time, students would have bad connectivity, causing them to leave the online sessions with attempts to re-join again. To overcome such interruption issues faced during the synchronous mode of delivery, ELE [1] and CHE 2] reported that they used recorded their lectures via Blackboard Collaborate and archived them on Blackboard iLearn for students to listen to them in case they missed out on the material delivered. While CSE [1], MCE [1] used other platforms such as ‘Google meet’ as a back platform in case of interrupted connections via iLearn collaborate.
-
Limitation of iLearn Collaborate whiteboard and difficulties with writing equations and derivations: Given the mathematical nature of some engineering subjects, this requires the display of complex mathematical equations and derivations, this issue was perceived as a challenge to some of the instructors. However, CHE [2] mentioned that he overcame this challenge through the use of digital tables and other tools which allowed for onscreen free handwriting. ELE [2] and INE [2] also found teaching mathematical concepts online challenging, so they tried to learn and explore alternative tools to demonstrate mathematical concepts in addition to iLearn Collaborate and used alternative software such as Microsoft whiteboard and Microsoft OneNote. These tools allowed more flexibility and space for on screen writing.
-
Students’ engagement during the lecture: One of the main concerns that were regularly reported by the interviewees was determining whether students were following through the lecture online—To overcome these concerns, CHE [2], CHE [1], CSE [1], ELE [2], ELE [1], MCE [1], MCE [2] used verbal and periodic questioning and active approaches to teaching by picking students at random to answer short questions. For example, CVE [1] mentioned that extra effort was made to call out each student to ensure that they are present and engaged. CHE [2] also used Kahoot which is a quiz game to engage students in answering questions in a fun and competitive way. Blackboard discussion boards were also used by CHE [2] to post threads of discussion topics for students and instructors to engage any time asynchronously and address their discussion threads during the online sessions. While Polls in a form of multiple choice questions were used by CHE [1] and CSE [1] to evaluate students’ understanding of the lecture and keep them engaged. While MCE [1]Gave students marks for their active participation in class, for longer lab sessions, SCE [2] used breakout sessions on Collaborate and engaged students to work in groups while constantly going around to make sure they were fully engaged in the given task. As for longer lab sessions, CSE [2] randomly selected students and allowed them to share their screen to show their progress to the rest of the class. A similar approach was adopted by CHE [1] giving the students presenter rights to write on the shared digital screen. To ensure students’ full engagement and attendance, CSE [3] took screen shots of students’ attendance list at the start, middle and end of the session and marked their participation in class.
-
Difficulties in using the same lecture slides as f-2-f teaching. Most of the interviews reported on their awareness of the importance of adjusting their lecture material in order to cope with the required style of delivery online. To overcome this, CME [1] enriched his lecture slides with numerous questions to keep the students engaged and allowed spaces between the lines to write on them.
4.3.3 Assessment methods
-
Transforming examination strategies: CHE [2] transformed her students’ mid-term exams into a project to better suit the online learning setup, while quizzes and homework assignments were kept the same.
-
Structuring of exam questions: CME [1] and CSE [1] conducted paper based exams, which mostly contained paragraph and solution responses with minimal or no Multiple Choice Questions. Assessment in a form of a problem based research paper was also imposed by CME [1], CSE [1], ELE [3], whereby the students were requested to scan and email their answers. As for marking the assignments, iLearn rubrics were used by INE [2] to imbed the assessment criteria for more consistent and ease of marking. While MCE [2] worked out a different assessment strategy by splitting the assessments into two parts; an online part with calculations which can be graded by the ilearn system itself, and an essay style part to be graded by the instructor themselves. MSCE [2] further advised that a hybrid approach was found to create discrepancy in entering grades; therefore separate questions/sections are more straightforward. CME {2} further stressed that “whatever strategy is used, instructors should not design exams under the assumption that students will try to cheat and they should assume that the students will behave fairly and professionally, therefore making exams harder is unfair to students who would not cheat”. In addition, to ensure fairness in terms of the duration of the exams, MCE [2] stated “I stretched the duration of the exams by 15 minutes more than the regular exam time to give the students’ sufficient time to think over the questions”.
-
Online assessment tools– CME [1], CSE [1], CVE [1] used the ‘Respondus Lockdown Browser’ for exams to avoid cheating, while enriched with more Multiple Choice Questions for the same reason. INE [2] stated that he had a positive experience using the Lockdown browser, but also used the iLearn assessment tools for different parts of his courses. In addition, MCE [2] mentioned conducting an oral exam in addition to the written exam, to ensure fairness and eliminate any doubts of cheating.
-
Technical issues: CVE [1] stated that the Respondus browser would flag warning signs when students closed the browser; he has therefore decided to use iLearn assessments instead. ELE [2], MCE [2] however highlighted the challenges facing the students when using the lockdown browser such as the loss of internet connection during the exam, uploading the solutions to the lockdown browser, viewing formula sheets during the exam, getting flagged up without doing anything wrong. ELE [2] stated with confidence that “all these issues had their own obvious solutions and were dealt with”.
4.3.4 Reflections and proposed recommendations for other instructors
-
Focus more on students’ engagement and interactions in class—CHE [2] CHE [1], CVE [1]. MCE [2] emphasized the importance of making classes more interactive and not just displaying the lecture slides. While, CHE2 argued that there are a number of available solutions that can help engage the students online, and they should not be perceived as backup options and they should be integrated into the online delivery. To add to this CSE [1] praised the number of tools available to engage the students in learning stating “It’s really great if we can have a more engaging, interactive environment in online classes by using a mix of diverse tools like animated slides, polls, whiteboard, online programming, pop quizzes, these I think will make the sessions interactive and would be more engaging for the students.” MCE [1] and CHEM [1] also recommend engaging the students by asking the students to solve questions using the virtual whiteboard, in addition to asking a lot of questions in class and having in class quizzes even if not counted towards grades. While CSE [3] highlighted the importance of making large classes in particular highly interactive.
-
Take time to learn the provided tools and search for new ones to enhance teaching—Most of the interviewees emphasized the importance of mastering the existing Technology Supported Learning tools for synchronous and asynchronous modes of delivery and inviting time into learning new ones CHE[1], CHE[2] and CVE[1]. In support of this, CHE [1] and INE [2] stressed the importance of constantly practicing these tools to make the learning process better. In addition, CSE [2] who is involved in Lab courses argued “being creative by experimenting with different tools can make the Lab sessions more fun and more engaging”. On the other hand, INE [2] added “when experimenting with the use of technologies there could always be unexpected technological issues that happen, which sometimes frustrate students, instructors should therefore be patient and understand the students’ needs and their frustrations too”.
-
Constantly seek feedback from the students—The importance of seeking constant feedback from the students was one of the good practices followed by almost all the interviewees. For example, CSE [1] shared his experience during the online migration period saying, “An ongoing feedback was sought from the students after each class or every week to get a better idea about their online learning experience…I listened and acted on feedback”. CHE [1] also strongly recommends that instructors should be willing to listen to what students they have to say, so that the process of improvement follows. While MCE [1] says “I arrived online a few minutes early before the lecture and stayed online after every lecture for a few minutes to talk to the students, motivate and engage them in decision making….I also had regular office hours to discuss any concerns and answer to any questions”.
-
Investing time into the preparation: CHE [1] strongly advised the take extra time to prepare and organize the online lectures, stating “It is just like any other task, if you put time into it you can become good teacher whether online or offline…..if you don’t prepare, the students are going to be lost, we are talking about engineers, it is not east”. CVE [1] however advises course instructors to have a plan on how they will deliver the content, stating “Have short but well-prepared, quality lectures and focus on the Quality rather than interrupted quantity”. Practicing everything that is being introduced to the students is another advice given by CVE [1], whether it is an assessment task that needs to be flawless or material that requires students’ participation saying “allow you to act as a student…..if it goes perfectly, it will also be flawless to the students”.
-
Share your camera as it helps students focus better—According to CSE [2] and MCE [1] students were generally more involved when the camera was on, and they strongly recommend instructors to encourage their students to turn on the cameras during the online sessions.
-
Empathize with the students and try to understand their point of view—CSE [2] felt that connecting and empathizing with the students can make them feel more relaxed especially in such a tough situation amid COVID-19. Empathizing with the students should be stretched beyond verbal communications, to include assessments tasks. For example, CVE [1] recommends that students should be given a better experience in solving and reviewing their assessment and considering extended deadlines. ELE[2] however warned of being too lenient with the students in terms of assessment deadline stating “ while course instructors can benefit from the flexibility of online learning (such as scheduling assessments, assigning classwork, etc.) they also need to be wary about its costs (e.g., students choosing to just submit everything on the last day)”, suggesting that “Flexibility comes with responsibility” in other words empathizing too much with the students can be disadvantageous in some respects.
-
Share experiences with others so that all instructors can benefit—INE [1] shared his thoughts on how COVID-19 created a great sense of community amongst academics and students at the college of engineering and emphasized the importance of knowledge sharing with others. INE [1] therefore advises instructors in this respect by saying “Don’t just do your own thing but discuss with others to know ways in which you can help or receive new tips for things you could improve in your classes”.
-
Repeat and recap concept after every chapter, focus on quality over quantity—According to ELE[2] it is very important when teaching an online course to put one’s thought into it and to be organized, stressing that “Before you start teaching the students, you need to think about how [you are going to] deliver this message today because … I discovered, and what a lot of colleagues also confirmed with me, [that] teaching online actually requires more effort than teaching in a classroom.” In the same vein ELE [1] emphasized the importance of giving attention to quality over quantity. In support of the INE [2] argued “It not about how much you cover but rather about the quality of teaching”.
-
Record lectures—SCE [1] and CHE [2] mentioned that there is a great benefit to record the lectures as students can always revisit them, while MCE [1] recommended the use of educational videos too in order to enhance the students’ learning process.
-
Digital Whiteboard Tools—According to ELE [2] there were limitations in the Blackboard Collaborate Whiteboard Tool due to the lack of a more-precise eraser and its occasional unresponsive behaviour. Therefore, as a temporary solution Microsoft Whiteboard proved to be a more reliable medium than the Collaborate whiteboard tool, although there were exporting and importing issues faced. ELE [2] therefore recommends Microsoft OneNote which he considered to be the best whiteboard tool used so far which packs numerous whiteboard tools and organization schemes together into a reliable platform (Microsoft, 2020).
-
Teaching 3-Dimensional Concepts—To explain 3D concepts to the students, ELE [2] used hand gestures to effectively visualize 3-dimensional concepts in electromagnetism (during the f-2-f delivery). However, this may not be possible or as effective in a 2D setting (while using Collaborate whiteboard tool). Paint 3D was therefore used instead of relying on 2D drawings, for students to better visualize 3D concepts.
-
Synchronous Conferencing tools: All course instructors used Blackboard collaborate for one 1–2–1 sessions and the online delivery of lectures and considered other web-conferencing platforms such as google meet and Zoom as a backup to Blackboard collaborate, given that they currently have fewer interactive features than Blackboard Collaborate.
-
AB tutor v GoToAssist or TeamViewer—AB Tutor is the perfect classroom management software tool, allowing teachers to teach in networked classrooms and labs. CSE[3] believes that a remote version of a tool such as AB Tutor, which allows lab instructors to monitor students in the lab to ensure that they are paying attention and not misusing the lab computers, would be of great benefit for lab instructors in their future online sessions. This software is contrary to existing remote-access tools such as ‘GoToAssist’ or ‘TeamViewer’ which are designed to connect to and monitor only one device at a time.
-
Polls: To make sessions more interactive, polls within iLearn were used by all the instructors to engage students in synchronous modes of delivery. While Poll everywhere using mobile apps were used by CSE [1] and CSE [2] and were highly recommended for conducting anonymous surveys and pre-designed assessment questions for synchronous interactions and described them as “fun to use and engaging”.
-
Quality Hardware: Investing in quality hardware such as headphones, mic, digital tablets etc.… was one of the points that were strongly raised by ELE [2] who stressed “In my opinion, if you really want to enhance the students’ experience, try to invest in quality hardware. For example, wireless noise cancelling headphones (instead of a wired headset) made me more comfortable and gave me the freedom to move around while delivering a lecture.
-
Remote access to University Software: Given that the selected Higher Education Institution for this study has allowed remote access to vast number of licensed software, which has long been part of its IT strategy and infrastructure, SCE [2], CSE [3] were able to download the needed software on their own machine as the AB tutor software to enable their engagement with their students and guide them through a step by step learning process.
-
Positive Reflections
-
All the instructors felt that the online experience has been a positive one with a steep learning curve.
-
Interviewees CSE [1], CHE [1], CHE [2] felt that the online delivery will add more flexibility and accessibility to the curricula delivery, especially for graduate levels. In support of this CHE2 stated “Perhaps the university will open the floor for new opportunities regarding distance learning especially at the graduate level, as it provides a more flexible and convenient platform for these students who may need to commute in the evening”
-
Interviewees SCE [3] and CHE [2] felt that the online mode of delivery is an advantage, not a backup solution, and it should be made good use of to support different models of delivery.
-
Most of the interviewee’s applause the efforts of IT services and their great efforts in providing the tools and training for faculty as and when needed.
-
CSE [3] felt that there was less noise and distraction during the online classes and perceived it as a positive outcome of the online delivery.
-
MCE [2], MCE [1], CSE [1] felt that the online migration amid COVID-19 can be the seed for the blended learning approached.
-
MCE[2], INE[2], ELE[2], CSE[3] perceived the online delivery of the curricula as a very effective methodology, as students seem to be more engaged online than in the f-2-f classes, while INE[2], INE[3], MCE[1], CSE[1] mentioned that shy students seem to open up more when online.
-
INE [2] and CSE [2] felt that teaching can now be flexibly delivered anytime and anywhere giving the course instructors the opportunity to attend events and conferences while delivering their teaching remotely.
-
-
Negative Reflections
-
CHE [2] felt that undergraduate students would benefit more from an on-campus experience and that the extracurricular activities and students’ engagement in university life are just as important as their enjoyment in their studies.
-
MCE [1] did not favour the online mode of delivery and stated that “It is only an exercise of making the best out of a difficult situation”. CVE [1] also mentioned that the online delivery cannot replace f-2-f teaching, and is best left to unpreceded occasions,
-
According to CHE [2], CHE [3]. CHE [2] and CVE [1], face to face interaction with the students is missed as stated by CVE [1] “as an instructor I feel more energized when I am physically in the class….I also miss seeing the students, although I could hear their voices”. In support of this, HE [3] stated “Online teaching may not fully replace on-campus learning”.
-
According to ELE [1], CSE [2], CHE [1], the online mode of delivery doesn’t allow students and instructors to make the same bond as the f-2-f delivery.
-
INE [2] was more concerned about the assessment process and its fairness when delivered online, stating “Exams should be held on campus in the future to ensure fairness and eliminate cheating”.
-
Suggestions | |
Teaching strategies | Focus on more student engagement and class interaction Take the time to learn the provided tools and search for new ones to enhance teaching Take feedback from students Take extra time to prepare and organize online lectures Share your camera as it helps students focus better Empathize with the students and try to understand their point of view Share experiences with everyone so all instructors can benefit Repeat and recap concepts after every chapter; focus on quality over quantity Record lectures |
Technology supported learning tools | Blackboard Whiteboard Tool Blackboard Collaborate for 1-on-1 Help Sessions Use the right tools and hardware (ex: headphones, mic, tablet, etc.) Go through assessments using student preview feature in iLearn to prevent unexpected issues Make all exams iLearn based Poll everywhere www.pollev.com used for in class discussion and activities Sword software can be used to write on screen |
Reflections | |
Positive reflections | More flexibility and accessibility especially for graduate level An advantage, not a backup solution IT has done a wonderful job in providing the tools and training for faculty Less noise and distraction in online classes Can be the seed for the blended learning approach Very effective teaching methodology Can be used when Professors are abroad for conferences More suitable for smaller classes |
Negative reflections | Undergraduate students would miss out on ‘on-campus experience’ and that the extracurricular activities Seeing the students f–2–f and interacting with them is more academically rewarding and bonding with the students is more tangible It is important to have the assessment process on campus to ensure fairness and eliminate cheating |