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🎓 The first author is a student, at least 2/3 of the authors are students -Undergraduate, Master, Doctoral-; may include supervisor as one of the authors.
PS 19-7 Teaching methods; Digitalisation & Hybrid models (Research)
Relevance of Digital Education and its different aspects of development
Board of European Students of Technology, Belgium
The ongoing digitalisation of the learning processes has both opportunities and obstacles for the educational attainment of students in STEM subjects. In this paper, we summarise student experiences with digitalisation during the COVID-19 pandemic and provide recommendations for how to improve teaching methods of STEM education.
The research was conducted through focus groups in a workshop format at 15 European STEM universities across 8 different countries obtaining 147 responses from students. This paper also aims to analyse how the digital competency of both students and professors has been impacting the effectiveness of new teaching methods and education tools during online classes since the start of the pandemic. Students have a variety of needs, with some students preferring the flexibility and anonymity online work gives them, while others thrive better when they are face to face with instructors and dislike the limitations that exist in virtual communication. In addition, we looked at how students view changes in the evaluation of projects and tests that have occurred to prevent cheating.
The results show the relevance of digital education and which aspects of it need to be developed further. The paper further explores possible solutions for the issues identified in our research, including learning, methodological and skill development aspects. Overall, we propose hybrid classrooms where students have the choice to explore which method of learning best fits them and how professors can support them to ensure the best educational outcome.
Post-Pandemic Intended Use of Remote Teaching and Digital Learning Media in Higher Education. Insights from a Europe-wide Online Survey.
1Chair of Smart Water Networks, Technische Universität Berlin, Berlin, Germany; 2Einstein Center Digital Future; 3e-learning team, Technische Universität Berlin; 4Department of Civil and Environmental Engineering, Norwegian University of Science and Technology, Trondheim, Norway
The COVID-19 pandemic has had a transformational and potentially long-lasting impact on higher education institutions, with the rapid shift to “Emergency Remote Education”. Two years after the begin of the pandemic, institutions are either returning to presence formats with different speed or converging towards hybrid formats, begging the question what remains of the newly acquired skills and experience with remote teaching and digital learning media? Here, we present the findings of the first European-Union-wide survey on the potential long-term impacts of COVID-19 on higher education, evaluating over 800 responses from students and faculty members of higher education institutions located in 17 different European countries. Our survey – developed in the context of the ide3a university alliance (http://ide3a.net/) highlights possible differences between students and instructors in their attitude toward retaining digital teaching formats and media, examines which formats have increased in use over the course of the pandemic, and investigates which of them are intended to be kept and consolidated post-pandemic. The tools and formats examined in this survey include tools for communication and collaboration, formats of didactic activity, as well as assessment formats. Survey responses reveal that all evaluated tools and format have significantly increased in use during the pandemic and most of them are intended to be used at lower frequency in the future, while still at significantly higher frequency than before the pandemic. Moreover, attitudes toward long-term use of remote teaching and digital learning media seems to be comparable between students and faculty members, except regarding some tools.
Students' perception of applied educational and pedagogical approaches at STEM universities: a European overview
1Aalborg University, Aalborg, Denmark; 2Technological University Dublin, Dublin, Ireland; 3Metropolia University, Helsinki, Finland; 4ENSTA Bretagne, Brest, France
Engineering (STEM) universities in Europe apply different pedagogical and didactic approaches, which are reflected in the structure of teaching and learning activities that are organised for the students. There is great variation in terms of both semester structure and how teaching activities are carried out. The aim of this study is to shed light on students' observations of the different teaching structures and teaching practices offered and to highlight the impact on students of the different teaching approaches.
The data for the study was collected through a survey distributed by the BEST student organisation with 351 respondents from students in 36 European countries. The survey contained multiple-choice questions that aimed to collect demographic data, but also focused on questions about how their programme and learning and teaching activities were structured and most importantly, their perception of the various approaches used.
Findings show the variation in teaching approaches such as the extent of teacher centred approaches, class sizes, laboratory components and project work. The variation in the delivery of project work, the number of projects, timescale and the extent of collaboration with industry are also described.
The study shows a picture of EU engineering universities from the perspective of the students. It highlights the diversity in structure and teaching activities and most importantly, the extent to which students disengage due to the way they are taught.