Krishnakumar Sandeep, Maier Torsten, Berdanier Catherine, Ritter Sarah, McComb Christopher, Menold Jessica
Department of Industrial and Manufacturing Engineering, College of Engineering The Pennsylvania State University University Park Pennsylvania USA.
Department of Industrial Engineering Kettering University Flint Michigan USA.
J Eng Edu. 2022 Apr;111(2):474-493. doi: 10.1002/jee.20447. Epub 2022 Jan 7.
During the onset of the COVID-19 crisis, universities rapidly pivoted to online formats and were often unable to adhere to the best practices of online learning highlighted in prior literature. It is well documented that a variety of barriers impeded "normal" educational practices.
PURPOSE/HYPOTHESIS: The purpose of this paper is to investigate the perceptions of first-year engineering students enrolled in an introductory engineering design course during the rapid transition to online working environments. We view students' perceptions through the theoretical lens of workplace thriving theory, a framework that allowed us to capture aspects of education required for students to thrive in non-optimum learning settings.
DESIGN/METHOD: This research employed semi-structured interview methods with 13 students enrolled in an introductory engineering design course that relies on project-based team learning. We analyzed interview transcripts using thematic analysis through an abductive approach and made interpretations through workplace thriving theory.
Results indicated that students' abilities to thrive are related to four intersecting themes that demonstrate how workplace thriving theory manifests in this unanticipated online setting. These themes demonstrate elements that must be optimized for students to thrive in settings such as this: relationships with others, building and sharing knowledge through interactions, perceptions of experiential learning, and individual behaviors.
Our research, viewed through workplace thriving theory, highlights the mechanisms by which students tried to succeed in suboptimal environments. While not all our participants showed evidence of thriving, the factors required for thriving point to opportunities to harness these same factors in in-person instruction environments.
在新冠疫情危机爆发期间，大学迅速转向在线教学模式，且往往无法遵循先前文献中强调的在线学习最佳实践。有充分的文献记载，各种障碍阻碍了“正常”的教育实践。
目的/假设：本文的目的是调查在迅速过渡到在线工作环境期间，参加工程设计入门课程的一年级工科学生的看法。我们通过职场蓬勃发展理论的理论视角来审视学生的看法，该框架使我们能够捕捉学生在非最佳学习环境中蓬勃发展所需的教育方面。
设计/方法：本研究采用半结构化访谈方法，对13名参加工程设计入门课程的学生进行了访谈，该课程依赖基于项目的团队学习。我们通过归纳法使用主题分析来分析访谈记录，并通过职场蓬勃发展理论进行解读。
结果表明，学生的蓬勃发展能力与四个相互交叉的主题相关，这些主题展示了职场蓬勃发展理论在这种意外的在线环境中是如何体现的。这些主题展示了为使学生在这样的环境中蓬勃发展而必须优化的要素：与他人的关系、通过互动建立和分享知识、对体验式学习的看法以及个人行为。
我们通过职场蓬勃发展理论进行的研究，突出了学生在次优环境中努力取得成功的机制。虽然并非所有参与者都表现出蓬勃发展的迹象，但蓬勃发展所需的因素为在面对面教学环境中利用这些相同因素提供了机会。
