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

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  • Author(s): Pang, Toh Yen; Kootsookos, Alex; Pirogova, Elena
  • Language:
    English
  • Source:
    Journal of University Teaching and Learning Practice. 2023 20(5).
  • Publication Date:
    2023
  • Document Type:
    Journal Articles
    Reports - Research
    Tests/Questionnaires
  • Additional Information
    • Availability:
      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: [email protected]; Web site: https://ro.uow.edu.au/jutlp/
    • Peer Reviewed:
      Y
    • Source:
      23
    • Education Level:
      Higher Education
      Postsecondary Education
    • Subject Terms:
      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
    • Subject Terms:
      Australia
    • ISSN:
      1449-9789
      1449-9789
    • 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.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1394128