Applying Cynefin framework to explore the experiences of engineering educators undertaking ‘emergency remote teaching’ during the COVID-19 pandemic
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Accepted Manuscript (AM)
Author(s)
Caldera, Savindi
Desha, Cheryl
Dawes, Les
Year published
2021
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Show full item recordAbstract
Higher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international program accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery ...
View more >Higher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international program accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery during the COVID-19 crisis. The Cynefin framework was used to conceptualise a structured narrative for considering the institutional context likely to be present in a given crisis, to then provide a pathway for educators to consider curriculum delivery options where the pedagogical tools must be changed but the underlying desired competency development remain unchanged. Semi-structured interviews with educators were conducted to help appreciate the spectrum of challenges faced in one university. Synthesising the findings, we present a summary of ERT concerns and opportunities to support educators in rapid curriculum renewal during times of crisis. We conclude the significant opportunity to replicate this study’s exploration with a larger sample size, to manage online curriculum renewal going forward.
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View more >Higher Education Institutions around the world are all facing the challenge of delivering coursework online. Following a decade of evolving online education options, in 2020 ‘Emergency Remote Teaching’ emerged as an accelerated intervention to enable the rapid implementation of wholly online coursework delivery during the COVID-19 crisis. There is ongoing uncertainty about how to ensure quality offerings in such online learning environments, to meet national and international program accreditation requirements. The authors undertook an exploratory study of engineering educator experiences with online curriculum delivery during the COVID-19 crisis. The Cynefin framework was used to conceptualise a structured narrative for considering the institutional context likely to be present in a given crisis, to then provide a pathway for educators to consider curriculum delivery options where the pedagogical tools must be changed but the underlying desired competency development remain unchanged. Semi-structured interviews with educators were conducted to help appreciate the spectrum of challenges faced in one university. Synthesising the findings, we present a summary of ERT concerns and opportunities to support educators in rapid curriculum renewal during times of crisis. We conclude the significant opportunity to replicate this study’s exploration with a larger sample size, to manage online curriculum renewal going forward.
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Journal Title
Australasian Journal of Engineering Education
Copyright Statement
This is an Author's Accepted Manuscript of an article published in the Australasian Journal of Engineering Education, 11 Nov 2021, copyright Engineers Australia, published by Taylor & Francis, available online at: https://doi.org/10.1080/22054952.2021.2001128
Note
This publication has been entered as an advanced online version in Griffith Research Online.
Subject
Higher education
Specialist studies in education