Engineering education amid a global pandemic

• Main Authors: Joshua Grodotzki, Siddharth Upadhya, A. Erman Tekkaya
• Format: Article
• Language: English
• Published: Elsevier 2021-11-01
• Series: Advances in Industrial and Manufacturing Engineering
• Subjects: Online education; Engineering education; Flipped classroom; Digital laboratories
• Online Access: http://www.sciencedirect.com/science/article/pii/S2666912921000283

To investigate the impact of the sudden shift to online education triggered by the COVID-19 pandemic, a survey was conducted among international mechanical engineering students, specializing in manufacturing technology, at the TU Dortmund University. The surveyed students, were exposed to differently structured online courses from different institutes, as well as dynamic developments in each online course, over the semester and thus were able to effectively assess the pros and cons of the different teaching styles. To get the viewpoints of both the involved parties on how a successful online education course needs to be structured, a similar survey was also conducted among manufacturing engineering professors involved in Germany. The survey, a combination of Likert-scale and free-text questions, tackled the aspects of motivation to teach and learn, ensuring effective teaching and learning, and proper assessment of the learning outcomes in an online education system. The results show that both parties initially struggled with the transition, but later adapted quickly to the new style of online teaching that was inspired by the conventional flipped classroom concept. Certain structures and approaches to online teaching, such as pre-recorded lectures; interactive Q&A sessions; quizzes for self-assessment, are preferred by students and teachers alike. Aspects where the viewpoints differed could be explained by the difference in age and the experience in using digital equipment. A challenge specific to online engineering education is on offering laboratory experiences to students. Possible solutions such as virtual labs, remote labs and digital-live labs that aid in overcoming this challenge are presented. Finally, based on the survey results and the author experiences on digital laboratories, best practice guidelines are presented that will help the readers in the design and deployment of online engineering courses.