Trajectories in Turmoil: A Case Study of Engineering Students’ Reactions to Disruptions in Their Community of Practice

Abstract

Introduction:The COVID-19 pandemic brought unprecedented challenges to universities when instruction had to shift entirely online. Universities were quick to survey their students about those challenges, and education researchers are now focused on building more effective online experiences based on student feedback. About the case: The loss of in-person instruction was difficult for engineering students in practice-based courses as they lost the courses' hands-on aspect, which is essential for reinforcing theoretical concepts. They also lost the support provided through daily interactions with their peers and instructors. Situating the case: Students in a required four-course practice-based mechanical engineering sequence shared their perspectives via reflective portfolio essays on how shifting to online instruction affected their ability to participate in their learning communities and negotiate meaningful learning experiences. Methods/approach: Through thematic analysis of the reflective essays, we applied the lens of communities of practice to put the students' responses into context. Results/discussion: The students' concerns varied depending on their position in the course sequence and the course; however, most students felt that the loss of in-person interaction was most detrimental and disruptive in the transition to online instruction and yielded communication and teaming issues. Implications and conclusions: Five implications arose from the results of this study, including recognizing the unique challenges of online learning in practice-based courses, instructing students in virtual communication tools, exercising empathy, being mindful of cognitive load, and researching self-directed learners in online environments. In addition, faculty should consider the importance of students' communities of practice and build opportunities to maintain and strengthen the bonds of those communities within their courses, both online and face to face. They should also add more opportunities for virtual interaction early in the curriculum to build digital communication skills, which will undoubtedly be required in their careers.

Student and Instructor Responses to Remote Teaching during the COVID-19 Pandemic

“…More generally, students noted missing important social interactions due to the isolation mandated by the pandemic. [21] They identified these interactions as both supporting connection to the department community and supporting the learning of challenging content. Several students remarked that is was difficult to gauge how they were performing in class.…”

Online Education During the Pandemic: A Systematic Literature Review

“…[101] Exam fraud appears to be one of the biggest challenges in the distance learning process. [102] The behavioral intention has been expressed as one of the most critical factors for distance education system use and acceptance. [26] A theoretical model of the hybrid education system based on student perception is proposed.…”

Software Suite for Self-Paced Learning

“…As a result, engineering professors make strong use of laboratories, maker spaces, or physical equipment to facilitate learning in class [28]. With this, the intrinsic load of engineering education is substantially high due to the complex engineering concepts being studied; as well as due to the emphasis on problem-solving [13], [29]. Additionally, the course load is also quite heavy and exhibits a stark contrast with the workload required in high school.…”

“…The shift to distance learning has required students to rely solely on lecture notes, online simulations, and their imagination to understand abstract concepts. At the same time, professors often increase the number of assessments in classes to compensate for the removal of in-person components such as laboratories [29]. Collectively, these add to an already high cognitive load for engineering students.…”

“…This significantly diminishes productivity and the ability to focus [32]. Students who experience cognitive overload may also experience learning anxiety, a lack of motivation, and feelings of being overwhelmed [29]. There are additional physiological symptoms associated with cognitive overload including dilating pupils, sweating, and a fast heart rate [33].…”