Undergraduate Education and Engineering Student Cross-Disciplinary Teamwork Experiences Following the COVID-19 Transition Online

• In Event: Teaching and Learning in STEM

Abstract

Using Social Cognitive Theory, this qualitative study examines how the COVID-19-induced shift to online instruction influenced undergraduate teamwork dynamics. Mid-semester small, cross-disciplinary teams of engineering students and preservice teachers adapted team-designed, hands-on engineering lessons for elementary school students to a virtual format. Reflections and focus group data explored the influence of COVID on team interactions, technologies used for virtual teamwork, and what was learned from online teamwork experiences. The students’ experiences adapting to the changes in environmental factors provides insight for all educators, including those involved in teacher and engineer preparation programs, as they consider the best ways to support students engaged in in-person or virtual teamwork and to develop course assignments that students find beneficial for their professional development.

Authors

• Kristie S. Gutierrez, Old Dominion University

• Jennifer Jill Kidd, Old Dominion University

• Min Jung Lee, Old Dominion University

• Pilar Pazos, Old Dominion University

• Krishnanand Kaipa, Old Dominion University

• Stacie Ringleb, Old Dominion University

• Orlando Ayala