ABSTRACT
Purpose: This study aims to identify critical online teaching effectiveness factors from instructors' perspectives and experiences during COVID-19. Design/methodology/approach: This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings: The analysis identified eight major themes that impact online teaching effectiveness: class recordings;course organization;collaboration;engagement;exam, assignment and quiz grades;games;valuable course content;and student timely feedback and response. Research limitations/implications: The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications: Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value: This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.
ABSTRACT
Purpose: This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19. Design/methodology/approach: This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings: The analysis identified eight major themes that impact online teaching effectiveness: class recordings;course organization;collaboration;engagement;exam, assignment and quiz grades;games;valuable course content;and student timely feedback and response. Research limitations/implications: The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications: Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value: This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic. © 2022, Emerald Publishing Limited.
ABSTRACT
Many female undergraduate Engineering students struggle during their first and second years of college with finding their place and questioning whether they belong in Engineering. It has been shown that mentoring programs can help encourage women to stay in engineering fields. The University started a Women in Science and Engineering (WISE) mentoring program in Fall 2019, and continued it through the pandemic, during the Spring and Fall 2020 terms. The purpose of this study was to assess the impact of the first three semesters of the WISE mentoring program on engagement and satisfaction, as well as retention and GPA of women within the program, compared to a control group of women who did not go through the program. The impact of the COVID-19 pandemic on the success of the program was also assessed. The program was designed to implement one-on-one peer mentoring within the WISE program, incorporate mentoring cohort activities, and provide networking opportunities with faculty and students in engineering and science disciplines. Virtual mentoring activities were also incorporated during the pandemic. The program was facilitated by a graduate student in engineering. The initial cohort in Fall 2019 had a total of 44 pairs of women consisting of freshmen mentees paired with upper class mentors within the WISE program. Despite the pandemic and incorporating virtual mentoring meetings, 50 pairs of students joined the mentoring program in Fall 2020, an increase of nearly 14%. Most of the women (82.5%) who were part of the mentoring program rated their partnership as a 3 out of 5 or better. The GPAs of the women in the mentoring program, and those who were not were not significantly different. © American Society for Engineering Education, 2021