Impacts on Teamwork Performance for an Engineering Capstone in Emergency Remote Teaching

IF 1.2 4区 农林科学 Q3 AGRICULTURAL ENGINEERING
Brandi Brown, Miguel Fudolig, T. Brown-Brandl, Deepak R. Keshwani
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Abstract

Highlights Teamwork data from engineering capstone courses were analyzed to detect impacts of emergency remote teaching. The Comprehensive Assessment for Team-Member Effectiveness (CATME) data was analyzed via statistical modeling. Qualitative data attained from student responses were analyzed for patterns. Students found the lack of team camaraderie even more challenging than limitations on testing designs. This study offers avenues for developing engineering students’ teamwork skills in remote settings. Abstract. The onset of the global pandemic forced universities to rapidly shift to emergency remote teaching (ERT), which could cause even more perturbations for engineering courses with a hands-on, project-oriented focus. Thus, the purpose of this project was to gain a data-driven appreciation of how teamwork performance was impacted for engineering students in this environment and recommend focus areas for instructional designers. The Comprehensive Assessment for Team-Member Effectiveness (CATME) tool was used to assess different aspects of teamwork performance for 108 students in an undergraduate engineering capstone course during an in-person course offered in 2019-2020 (pre-pandemic) and an ERT course offered in 2020-2021 at a major Midwestern university. The classes were divided into teams for their capstone projects using the CATME Team-Maker tool. Students were asked to rate their teammates at the beginning, middle, and end of the course across five CATME dimensions: (1) Contribution to Team’s Work, (2) Interacting with Teammates, (3) Keeping the Team on Track, (4) Expecting Quality, and (5) Having Relevant Knowledge, Skills, and Abilities (KSAs). Statistical modeling was implemented to decipher how ratings differed throughout the year in each course as well as to identify specific CATME areas that varied between the in-person and ERT courses. A qualitative assessment was also implemented for the ERT course based on student responses to a prompt that asked them to comment on how the pandemic impacted their personal and team performance. Results revealed that engineering students showed a significant reduction in three categories in the ERT course compared to in-person: Contributing to Team’s Work, Expecting Quality, and Having Relevant KSAs. Interestingly, these three categories deal largely with student motivation toward team efforts, which was echoed in the qualitative assessment. The majority of alarming comments made by students were regarding not being able to build camaraderie with their teammates in the ERT environment. It was surprising to find that engineering students found this lack of team camaraderie even more challenging than the limitations on testing their designs. Thus, more data-driven analyses are necessary to examine which methods and technologies are ideal for teleworking project-based courses in terms of facilitating team bonding, helping teams brainstorm, and fostering more engaging communication between team members. Future efforts should build upon this exploratory study and employ a larger sample size so that results can be generalized to all courses and also provide insight into disparities between subpopulations such as race, gender, or international status.
应急远程教学对工程顶点团队合作绩效的影响
重点分析来自工程顶点课程的团队合作数据,以检测紧急远程教学的影响。通过统计建模对团队成员效能综合评价(CATME)数据进行分析。从学生的回答中获得的定性数据进行了模式分析。学生们发现,缺乏团队友爱甚至比测试设计的限制更具挑战性。本研究为培养工科学生在远程环境下的团队合作能力提供了途径。摘要全球大流行的爆发迫使大学迅速转向紧急远程教学(ERT),这可能会给注重实践、以项目为重点的工程课程带来更多的干扰。因此,这个项目的目的是获得一个数据驱动的欣赏团队合作的表现是如何影响工程专业的学生在这种环境中,并建议教学设计师的重点领域。团队成员有效性综合评估(CATME)工具用于评估中西部一所主要大学在2019-2020年(大流行前)开设的面对面课程和2020-2021年开设的ERT课程中108名本科工程顶点课程学生的团队合作绩效的不同方面。这些班级被分成小组,使用CATME Team-Maker工具完成他们的顶点项目。学生们被要求在课程开始、中间和结束时对他们的队友进行五个CATME维度的评分:(1)对团队工作的贡献,(2)与队友的互动,(3)保持团队的正轨,(4)期望质量,(5)拥有相关的知识、技能和能力(KSAs)。采用统计模型来解读每门课程全年的评分差异,以及确定面对面课程和ERT课程之间的特定CATME区域差异。还对应急培训课程进行了定性评估,根据学生对要求他们评论大流行如何影响其个人和团队表现的提示的反应进行了评估。结果显示,与面对面的学生相比,工程专业学生在ERT课程中有三个方面显着减少:为团队工作做出贡献,期望质量和拥有相关的ksa。有趣的是,这三个类别主要涉及学生对团队努力的动机,这在定性评估中得到了回应。学生们提出的大多数令人担忧的评论都是关于在ERT环境中无法与队友建立友情。令人惊讶的是,工程专业的学生发现,缺乏团队精神甚至比测试他们设计的限制更具有挑战性。因此,需要更多的数据驱动分析来检查哪些方法和技术是基于远程工作项目的课程的理想选择,以促进团队联系,帮助团队进行头脑风暴,并促进团队成员之间更有吸引力的沟通。未来的努力应该建立在这一探索性研究的基础上,采用更大的样本量,以便结果可以推广到所有课程,并提供对亚人群(如种族、性别或国际地位)之间差异的见解。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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