Abstract
The intention of this study was to identify the elements that engineering students consider fundamental for successful learning on engineering courses. The aim was to provide generic guidelines suitable for any engineering course with which the teaching may be adapted in the light of comments from students, while student learning improves. The abrupt transition from face-to-face to asynchronous online teaching due to the COVID-19 pandemic prompted reflection among students on both teaching methods. Students were invited to evaluate each method through a survey of open-ended questions, identifying useful elements for their learning. The survey was repeated over nine weeks, to obtain the views of students after they had accepted the change and had critically analyzed how to improve online teaching. A cross-coded qualitative and mixed (word counting) analysis showed that the explanation of engineering concepts should be organized, hierarchical, repetitive, and exemplified. Furthermore, the teacher should link all the activities and projects to the concepts explained and quickly solve any doubts that they raised. As a consequence of the online teaching resulting from COVID-19, the need of independent student learning and peer support was also very evident. Teaching functions are essential on engineering courses, as teachers have to explain the overall concepts carefully, identify the key concepts, and demonstrate their industrial and professional applications. Furthermore, teaching methodologies that balance these aspects with autonomy and peer support for learning on engineering courses should be promoted.
Highlights
This article is an open access articleUniversities currently offer a wide variety of engineering degrees
We find the traditional engineering degrees, such as architecture, and civil, agricultural, and industrial engineering, first taught at the cusp of the 20th century as the industrial revolution consolidated its hold on society
This task of simultaneously approaching both theoretical and practical concepts is usually performed by the teacher, so that in traditional engineering courses, the teacher explains the theoretical concepts and applies them to the resolution of practical cases [14], which explains why in engineering teaching the role of the teacher is fundamental
Summary
This article is an open access articleUniversities currently offer a wide variety of engineering degrees. Mechanization moved on and the needs of society have changed over the last century leading to the organization of engineering degrees that are advancing learning in new scientific areas such as Computer Engineering, Telecommunications Engineering, and Industrial Organization Engineering Degrees [1]. Such variable subject matter, from conventional to innovative sciences, has meant that engineering education is taught in many different ways and that no one model can ever guarantee that future engineers will learn and perform their future professional work to the best of their abilities [2]. Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.
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