Geotechnical and geoenvironmental engineering education during the pandemic

Abstract

This paper reports the impact of coronavirus disease 2019 on the practice and delivery of geotechnical and geoenvironmental engineering (GGE) education modules, including lectures, lab sessions, student assessments and research activities, based on the feedback from faculty members in 14 countries/regions around the world. Faculty members have since adopted a series of contingent measures to enhance teaching and learning experience during the pandemic, which includes facilitating active learning, exploring new teaching content related to public health, expanding e-learning resources, implementing more engaged and student-centred assessment and delivering highimpact integrated education and research. The key challenges that faculty members are facing appear to be how to maximise the flexibility of learning and meet physical distancing requirements without compromising learning outcomes, education equity and interpersonal interactions in the traditional face-to-face teaching. Despite the challenges imposed by the pandemic, this could also be a good opportunity for faculty members obliged to lecture, to rethink and revise the existing contents and approaches of professing GGE education. Three future opportunities namely, smart learning, flipped learning and interdisciplinary education, are identified. The changes could potentially provide students with a more resilient, engaged, interactive and technology-based learning environment.

Trends and Challenges of Technology-Enhanced Learning in Geotechnical Engineering Education

“…Wirth et al (2016) discussed the need for interdisciplinary education and the incorporation of new technologies and methods, as well as the importance of practical experience and hands-on learning opportunities in GEE [7]. Jiang et al (2021) highlighted the need for continued innovation in GEE to ensure that students receive a high-quality education in the face of COVID-19 disruptions [1]. Further, Dewoolkar et al (2009) provided valuable insights into the use of hands-on learning in GEE [8].…”

“…Online resources are another important aspect of TEL in GEE [9]. These resources include online textbooks, lecture videos, online courses, and interactive tutorials [1]. Table 2 presents a list of useful online resources that provide students with access to high-quality geotechnical engineering learning forums from top universities around the world.…”

“…Similarly, students can explore various scenarios and simulate complex geotechnical phenomena using centrifuge modeling and DEM simulations, which may not be possible in conventional experiments [19]. Additionally, computer-aided learning systems offer students individualized comments and directions on the designs of foundations and other geotechnical structures [1]. Furthermore, the literature emphasizes the significance of active learning teaching techniques in GEE through TEL, such as peer instruction, problem-based learning, and flipped classrooms [4].…”

“…Geotechnical engineering is a key field of study in the higher education sector across the world, particularly in civil, mining, and geological engineering programs. Geotechnical engineering education (GEE) typically involves the principles of soil and rock mechanics and the design and construction of foundations, retaining structures, and underground structures [1]. GEE involves classroom instruction, as well as laboratory work and fieldwork, to provide students with hands-on knowledge in testing and analyzing soil and rock samples.…”

“…Further, the literature demonstrates that TEL encompasses a wide range of technologies, including both basic and complex tools, such as presentation and simulation tools. The literature also highlights that the effectiveness of TEL on learning outcomes is multifaceted and influenced by a range of factors, including student motivation, prior knowledge, and the quality of the instructional design [1,4]. Moreover, the successful application of TEL in various educational settings is also significantly influenced by cultural and contextual factors.…”