RAPID: Investigating Effects of the Disruptive Shift to Online Courses on Identity Formation and Self-Efficacy of Students and Faculty in a First-Year Engineering Course

RAPID：调查在线课程的颠覆性转变对一年级工程课程学生和教师的身份形成和自我效能感的影响

• 批准号: 2027506
• 负责人: Jessica Menold
• 金额: $ 19.61万
• 依托单位: Pennsylvania State Univ University Park
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-15 至 2022-04-30
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2027506&HistoricalAwards=false
• 关键词: RAPID; Investigating; Effects; Disruptive; Shift

This project will gather time-sensitive data needed to investigate the impact of the rapid shift to online instruction due to COVID-19. The project focuses on students in a project-based first-year engineering design course. Although it is effective in slowing viral infections, the sudden change to online instruction will also have a significant impact on undergraduate student experiences and learning. Successful online courses typically are developed over months or years, with substantial support from instructional designers or other specialists at the institution. In this case, the development of online courses had to be accomplished within weeks, and institutions did not have the capacity to scale assistance to all faculty as they converted their in-person courses to online courses. Courses that include hands-on experiences, such as design courses, are a particularly thorny challenge to effectively deliver online. High-quality instruction is critical in first-year courses, where students begin to form their identities as engineers and develop confidence in their engineering abilities. Understanding the effects that the rapid shift to online courses has on student experiences in project-based engineering courses could fundamentally change the way administrators, educators, and industry prepare for and adapt to the unique needs of first-year students. The findings of this work will provide insights that can guide informed decisions about the future of engineering education. Three research questions will guide the investigations: 1. How do the self-efficacy beliefs and identity of students evolve during this transitional period? 2. How do the self-efficacy beliefs and the experiences of instructors evolve during this transitional period? 3. Are the results of the first two questions conditioned upon individual differences or the use of mediating technologies? To answer these questions, the project will use a mixed methods approach that features qualitative interviews, surveys, data mining from learning management systems, and natural language processing. The research plan will be broken into two phases: 1) in-situ data collection and analysis; and 2) analysis of the collected data. The analysis will enable the research team to explore the implications of this sudden shift on future course offerings, instructor behaviors and beliefs, and student persistence, particularly the retention of first-year engineering students from underrepresented groups. It can also provide insights about how to improve online versions of laboratory, design, and other courses that require students to do hands-on work. This RAPID award is made by the Improving Undergraduate STEM Education program in the Division of Undergraduate Education (Education and Human Resources Directorate), using funds from the Coronavirus Aid, Relief, and Economic Security (CARES) Act.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该项目将收集所需的时间敏感数据，以调查因 COVID-19 导致的快速转向在线教学的影响。 该项目的重点是学生参加基于项目的第一年工程设计课程。 尽管它可以有效减缓病毒感染，但在线教学的突然改变也将对本科生的体验和学习产生重大影响。 成功的在线课程通常需要数月或数年的时间才能开发，并得到教学设计师或机构其他专家的大力支持。 在这种情况下，在线课程的开发必须在几周内完成，而机构在将面对面课程转换为在线课程时没有能力向所有教师提供大规模援助。 包含实践经验的课程（例如设计课程）是有效在线授课的一个特别棘手的挑战。 高质量的教学对于第一年的课程至关重要，学生开始形成工程师的身份并对自己的工程能力产生信心。 了解在线课程的快速转变对基于项目的工程课程的学生体验的影响可以从根本上改变管理人员、教育工作者和行业准备和适应一年级学生独特需求的方式。 这项工作的结果将提供见解，可以指导有关工程教育未来的明智决策。 三个研究问题将指导调查： 1. 在这个过渡时期，学生的自我效能信念和身份如何演变？ 2. 在这个过渡时期，自我效能信念和导师的经验如何演变？ 3. 前两个问题的结果是否以个体差异或中介技术的使用为条件？ 为了回答这些问题，该项目将使用混合方法，包括定性访谈、调查、学习管理系统的数据挖掘和自然语言处理。 研究计划将分为两个阶段：1）现场数据收集和分析； 2) 对收集到的数据进行分析。 该分析将使研究团队能够探索这种突然转变对未来课程设置、教师行为和信念以及学生坚持不懈的影响，特别是来自代表性不足群体的一年级工程学生的保留。 它还可以提供有关如何改进实验室、设计和其他需要学生进行实践的课程的在线版本的见解。 该 RAPID 奖项由本科教育部（教育和人力资源理事会）的改善本科生 STEM 教育计划使用《冠状病毒援助、救济和经济安全 (CARES) 法案》的资金颁发。该奖项反映了 NSF 的法定使命和通过使用基金会的智力价值和更广泛的影响审查标准进行评估，该项目被认为值得支持。

项目成果

Using workplace thriving theory to investigate first‐year engineering students' abilities to thrive during the transition to online learning due to COVID ‐19

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
• 发表时间: 2022-01
• 期刊: Journal of Engineering Education
• 影响因子: 3.4
• 作者: Krishnakumar, Sandeep;Maier, Torsten;Berdanier, Catherine;Ritter, Sarah;McComb, Christopher;Menold, Jessica
• 通讯作者: Menold, Jessica