Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID ‐19
Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID ‐19
复制标题
利用工作场所蓬勃发展理论来调查一年级工科学生在因新冠肺炎 (COVID-19) 导致的向在线学习过渡期间的蓬勃发展能力
DOI：
10.1002/jee.20447
复制
发表时间：
2022
影响因子：
3.4
通讯作者：
Menold, Jessica
中科院分区：
文献类型：
--
作者：
Krishnakumar, Sandeep;Maier, Torsten;Berdanier, Catherine;Ritter, Sarah;McComb, Christopher;Menold, Jessica
背景在COVID-19危机爆发期间，大学迅速转向在线形式，并且通常无法坚持先前文献中强调的在线学习的最佳实践。它是有据可查的，各种障碍阻碍了“正常”的教育practice.Purpose/HypothesThe本文的目的是调查的看法，一年级的工程专业学生参加了介绍工程设计课程在快速过渡到在线工作环境。我们认为学生的看法，通过理论透镜的工作场所蓬勃发展的理论，一个框架，使我们能够捕捉到的教育方面所需的学生茁壮成长，在非最佳的学习settings.Design/MethodThis研究采用半结构化的面试方法与13名学生参加了介绍性的工程设计课程，依赖于基于项目的团队学习。我们分析了采访成绩单使用主题分析，通过溯因的方法，并通过工作场所兴旺theorety.ResultsResults的解释表明，学生的茁壮成长的能力是相关的四个交叉的主题，展示了工作场所兴旺理论如何体现在这个意想不到的在线设置。这些主题展示了必须优化的元素，为学生茁壮成长的设置，如：与他人的关系，建设和分享知识，通过互动，体验式学习的看法，和个人behaviors.ConclusionOur研究，通过工作场所蓬勃发展的理论，突出了学生试图在次优环境中取得成功的机制。虽然并非所有的参与者都表现出蓬勃发展的证据，但蓬勃发展所需的因素指向了在面对面教学环境中利用这些相同因素的机会。
BackgroundDuring 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/HypothesisThe 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/MethodThis 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.ResultsResults 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.ConclusionOur 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.