Transition from In-Person Learning to Technology Enhanced Learning in Engineering Education: Faculty Challenges

Abstract

This work-in-progress paper documents the transition of an undergraduate engineering university from in-person, lecture-based instruction to a blended model. The proposed work describes the planning, training, technology deployment, review, and monitoring of the blended learning model. In this process, the faculty were empowered to create content, practice studio etiquettes, edit videos, upload content to a streaming server, and create the courses in Learning Management System (LMS). The qualitative evaluation of this initiative was conducted from a pedagogical perspective using the research question: What challenges are faced by faculty members while transitioning from in-person learning to blended learning in undergraduate engineering education? Thematic analysis of the transcribed data revealed that challenges could be categorized as technical, pedagogical, multiple demanding roles, and nature of courses which further open up opportunities for evidence-based interventions.