Abstract
The pandemic has had a major effect on engineering education, transforming both current and future teaching practice. The physical meetings between student and teacher have during the pandemic been replaced by online contact and recordings of lectures and demonstrations. In this paper, the focus is on computer aided design (CAD) teaching for first-year engineering students. CAD is a topic usually characterized by a close contact by student and teacher, with hands-on instruction at the computer using the CAD software. In the paper, the experiences and learnings from the rapid shift to on-line teaching in CAD are summarized and discussed, and learnings and takeaways for a redesign of future CAD teaching are discussed. Both the students’ learning and their mental wellbeing are evaluated. It is found that on a general level, the students were satisfied with the online teaching and rated it as better or equal to traditional teaching. However, there is still room for improvement, since some students found the situation stressful and pointed out the difficulty to ask questions online. The findings are based on a student survey, existing literature, and the authors own teaching practices during the pandemic.
Highlights
The effects of the global outbreak of COVID-19 on higher engineering education were extensive
In order to gain knowledge from this and to form a future learning environment, which most likely will be hybrid learning in a mix of online and physical classrooms, it is important to analyze the effects from online teaching on learning and mental wellbeing of students and teachers
Those aspects are analyzed based on the statistical analysis of a student survey in a course teaching basic computer aided design (CAD) and geometric dimensioning and tolerancing (GD&T) at a Swedish university
Summary
The effects of the global outbreak of COVID-19 on higher engineering education were extensive. In order to gain knowledge from this and to form a future learning environment, which most likely will be hybrid learning in a mix of online and physical classrooms, it is important to analyze the effects from online teaching on learning and mental wellbeing of students and teachers. In this paper, those aspects are analyzed based on the statistical analysis of a student survey in a course teaching basic computer aided design (CAD) and geometric dimensioning and tolerancing (GD&T) at a Swedish university. As stated by [5], online learning is not just one problem but a collection of different obstacles
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