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The COVID – 19 and CQUniversity’s changed learning and teaching pedagogies
conference contributionposted on 2021-02-15, 01:01 authored by Nirmal MandalNirmal Mandal, Mohammad RasulMohammad Rasul
CONTEXT: The learning and teaching practices for increasing students’ satisfaction, retention and reducing attrition are changed significantly due to COVID -19 pandemic situation at School of Engineering and Technology of CQUniversity. Our students are not allowed to come to the campuses for the lectures, tutorials, laboratories, library study etc. As such, all types of student engagement changed to online modes. Our School fosters innovative learning and teaching practices in both active learning and passive learning. It is very important to know how our current teaching strategies are compatible to face the unprecedented situation of COVID – 19. It is very essential to develop a framework that adapts the current changed situation because of COVID – 19 and stimulates curiosity of students to learn in higher level engineering unit such as Fluid Machinery and Thermodynamics. PURPOSE OR GOAL: The goal of this paper is to assess the effectiveness of recent changed in L&T pedagogy due to COVID - 19. This paper will also assess how technology we are using can help students to achieve active, visual, sensing, learning and observing demonstration from students’ home computers. APPROACH OR METHODOLOGY/METHODS: MS Office drawing tool, videos and 3D printed model demonstrations on the weekly content are used to develop student problem solving skills. Zoom links are used to connect students for communication for learning and teaching (L & T) activities. Through tag questions and quizzes based on weekly content of the unit, student reaction, learning and satisfaction are evaluated. The Zoom sessions are also incorporated for the laboratory studies and a data set is generated for student to reflect and prepare reports. Class tests and end of term examinations are administered by Moodle activities. ACTUAL OR ANTICIPATED OUTCOMES: The initial student reaction through Zoom sessions suggests that students are happy with the new ways of student engagement for delivery of teaching materials. The responses to the lecture’s questions are assessed and it shows a sign that student learning is evident. CONCLUSIONS/RECOMMENDATIONS/SUMMARY: Although there are a few challenges on adapting a new pedagogy due to change environment, initial student reaction suggests that they are happy with L&T strategies. The impact of non-residential school activities, providing laboratory videos is yet to assess fully.
Number of Pages6
PublisherAustralasian Association of Engineering Education
Place of PublicationOnline
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