Document Type

Article

Publication Date

9-2022

DOI

10.3390/educsci12090623

Publication Title

Education Sciences

Volume

12

Issue

9

Pages

623 (1-19 pp.)

Abstract

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format. In this qualitative study, students’ reflections and focus groups from three interdisciplinary collaborations were analyzed using the lens of Social Cognitive Theory. COVID-19 created a dramatic change in the environment such that the most immediate and direct impact on students’ experiences was on the environmental aspects of Bandura’s triadic reciprocal determinism model, which then triggered behavioral and personal responses to adapt to the new environment. Subsequent evidence of reciprocal effects between environmental, behavioral, and personal factors took place as students continued to adapt. Results suggest that the modifications made to transition the project fully online were meaningful experiences for students’ learning and teaching of engineering through teams. This interdisciplinary partnership provided both pre-service teachers and undergraduate engineering students with the opportunity to learn and practice content and professional skills that will be essential for success in future work environments.

Comments

Copyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https:// creativecommons.org/licenses/by/ 4.0/).

ORCID

0000-0002-9339-7574 (Gutierrez), 0000-0002-5488-7626 (Lee), 0000-0003-4348-7798 (Pazos), 0000-0003-3376-0252 (Ringleb), 0000-0003-0604-8606 (Ayala)

Original Publication Citation

Gutierrez, K. S., Kidd, J. J., Lee, M. J., Pazos, P., Kaipa, K., Ringleb, S. I., & Ayala, O. (2022). Undergraduate engineering and education students Reflect on their interdisciplinary teamwork experiences following transition to virtual instruction caused by COVID-19. Education Sciences, 12(9), Article 623. https://doi.org/10.3390/educsci12090623

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