Minneapolis, MN
August 23, 2022
June 26, 2022
June 29, 2022
16
10.18260/1-2--41500
https://peer.asee.org/41500
278
Dr. Melissa Aleman (Ph.D. University of Iowa) is Professor of Communication Studies at James Madison University and has published research using qualitative interviewing, ethnographic and rhetorical methods to examine communication in diverse cultural contexts ranging from multicultural families to engineering education and makerspaces. She has advised undergraduate and graduate students in autoethnographic, ethnographic, and qualitative interview projects on a wide-range of topics, has taught research methods at the introductory, advanced, and graduate levels, and has trained research assistants in diverse forms of data collection and analysis.
Throughout the decade, but especially over the past and a half, there has been an increase in the integration and use of online learning tools in education. Spring 2020, with the onset of the Covid-19 pandemic, students and professors had to quickly adapt to online learning and teaching. This study investigates the impacts that this rapid transition to online learning on the students in an undergraduate making-centered and design-focused engineering program. Focus group interviews were conducted during the pandemic with four different undergraduate cohorts in the academic program. Results demonstrate how the disruption to in-person learning impacted community, collaboration, and learning. Qualitative data analyses highlight similarities and differences in experiences across cohorts. Based on the responses, an understanding of how students adapted to this shift to online learning is revealed. This study provides themes and patterns for student adaptations and learning experiences in an undergraduate engineering program.
Nagel, R., & Sadel, K., & Aleman, M. (2022, August), Online Learning During Covid-19 in a Making Centered Engineering Community Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41500
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