Development of an Innovative Learning Methodology Aiming to Optimise Learners’ Spatial Conception in an Online Mechanical CAD Module During COVID-19 Pandemic

Abstract

The COVID-19 pandemic struck humanity in February 2020. Closures of educational institutions, worldwide, resulted to the creation of emergency remote teaching environments as a substitute to face to face learning. The disruption caused in the academic community has stimulated innovative learning methods within all levels of the educational sector. New parameters affecting knowledge transmission are getting involved while students follow courses apart on a common virtual learning environment. This research is based on a first-semester Mechanical Engineering CAD module in tertiary education. A learning strategy has been applied by reforming the traditional face-to-face leaning mode to a fully remote learning environment. The methods applied have been tested using statistical analysis and have shown to contribute significantly in students’ spatial perception in 2-Dimentional Drawings. The outcomes of this research reveal a novel teaching strategy that improved students’ academic achievements in CAD during the lockdown. Specific aspects can be considered sustainable on their return back to normality.

Grade Prediction Modeling in Hybrid Learning Environments for Sustainable Engineering Education

“…From the beginning of the health crisis, a plethora of digital tools were implemented to support synchronous and asynchronous learning [2,14,15]. Learning management systems, learning platforms, social media channels, and mobile learning platforms were applied and evaluated by performing statistical analysis using electronic data obtained from online surveys and learning platform activity reports [14][15][16].…”

“…In [25], the development of critical thinking and problem solving skills has always attracted educational societies, and examples can be found in mechanical engineering. For example, the authors of [2] developed an innovative methodology for teaching computeraided design in a first-year mechanical engineering module. The learning objectives were to design the meaning of drawings in object views, as well as the ability of students to establish the relationships of tasks assigned to their future work as mechanical engineers.…”

“…Traditional university education systems have been totally disrupted due to the COVID-19 health crisis that has been affecting the world since mid-March 2020. The immediate and often precipitous transformation of face-to-face learning environments into virtual online spaces has prompted trainers, instructors, and teachers to integrate numerous technology tools and platforms into the educational process [1,2]. Learning management systems (LMS) and learning platforms have been combined with social networking sites (SNS) to transmit as many synchronized courses as possible, share new knowledge, and facilitate academic communication on task support [3][4][5][6].…”

Teachers’ Well-Being, Emotions, and Motivation During Emergency Remote Teaching Due to COVID-19

“…The imposition of ERT created both contextual pressures (e.g., teaching in a completely different instructional environment) and personal constraints (e.g., screen fatigue, psychological challenges, and the added stress of taking care of their children at home while working) ( Clark et al, 2021 ). Additionally, some teachers had to use multiple online platforms in parallel including learning management systems (Moodle or E-class) and communicative platforms (Google Meet, Zoom or MS Teams), which complicates the organization of tasks ( Kanetaki et al, 2021 ). In this line, teachers have also increased the use of gamified activities that involve coping with technical difficulties, although they facilitate students’ motivation given that they contribute fun to learning ( Krouska et al, 2022 ).…”

Teaching Reform to the Biology Major During the COVID-19 Pandemic: A Study of the Method of Teaching Industrial Innovation and Entrepreneurial Talents

“…Our teaching methods are both online and offline, combining theory with practical experience of business ( Geng et al, 2021 ; Hu et al, 2021 ). Teachers should strategically use the Internet and mobile devices to organize students, manage resources, and carry out tasks ( Kanetaki et al, 2021 ; Yao et al, 2021 ). The outbreak of COVID-19 has forced teachers to switch freely between online and offline teaching methods.…”