How Implicit Assumptions about Engineering Impacted Teaching and Learning during COVID-19

Autor/inn/en	Deters, Jessica R.; Paretti, Marie C.; Case, Jennifer M.
Titel	How Implicit Assumptions about Engineering Impacted Teaching and Learning during COVID-19
Quelle	In: Advances in Engineering Education, 8 (2020) 4, (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Deters, Jessica R.) ORCID (Paretti, Marie C.) ORCID (Case, Jennifer M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-1766
Schlagwörter	Engineering Education; COVID-19; Pandemics; Distance Education; Teacher Attitudes; Beliefs; Undergraduate Students; College Faculty; Student Attitudes; Cheating + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Distance study; Distance learning; Fernunterricht; Lehrerverhalten; Belief; Glaube; Fakultät; Schülerverhalten; Prellen
Abstract	The COVID-19 crisis has challenged engineering educators with unplanned moves to remote delivery, providing an opportunity to examine the implicit beliefs that drive pedagogical practices in engineering. Drawing on Godfrey's (2015) framework for engineering education culture, core beliefs about engineering as a way of doing emerged, including fear of cheating, valuing of hardness, and views on flexibility. Concerns around cheating and hardness raise critical questions about the beliefs driving engineering pedagogy. In contrast, practices that prioritize flexibility such as providing recordings of lectures and slides and holding virtual office hours and review sessions allowed students more easily to participate. (As Provided).
Anmerkungen	American Society for Engineering Education. 1818 N Street NW, Washington, DC 20036. Tel: 412-624-6815; Fax: 412-624-1108; Web site: http://advances.asee.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01