Design Thinking in Online Spaces: How Students Develop Their Engineering Identities
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| Title: | Design Thinking in Online Spaces: How Students Develop Their Engineering Identities |
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| Language: | English |
| Authors: | Sarah L. Rodriguez (ORCID |
| Source: | International Journal of Education in Mathematics, Science and Technology. 2024 12(5):1273-1292. |
| Availability: | International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1623125 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Design, Thinking Skills, Engineering Education, COVID-19, Pandemics, Undergraduate Students, Self Concept, Professional Identity, Student Attitudes, Online Courses, Teacher Student Relationship, Computer Mediated Communication |
| ISSN: | 2147-611X |
| Abstract: | Engineering identity plays a key role in the educational experiences of undergraduates majoring in engineering fields. Design thinking pedagogy can enhance engineering identity. However, little is known about how design-thinking pedagogy influences engineering identity development within an online environment, and specifically how this looked during the COVID-19 pandemic. The purpose of this qualitative study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students' engineering identity development during the COVID-19 pandemic. Researchers collected 63 observations, totaling approximately 79 hours of observation of an embedded systems engineering course. Findings revealed the importance of language and framing in shaping engineering identity in online learning spaces. In addition, online student-faculty interactions were seen as an area of growth. Finally, the study found that online spaces can complicate opportunities for engineering identity performance. This study has implications regarding intentionality and online learning. To enhance engineering identity, faculty and administrators should consider how they use language to frame their courses and create meaningful student-faculty interactions. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1452852 |
| Database: | ERIC |
| Abstract: | Engineering identity plays a key role in the educational experiences of undergraduates majoring in engineering fields. Design thinking pedagogy can enhance engineering identity. However, little is known about how design-thinking pedagogy influences engineering identity development within an online environment, and specifically how this looked during the COVID-19 pandemic. The purpose of this qualitative study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students' engineering identity development during the COVID-19 pandemic. Researchers collected 63 observations, totaling approximately 79 hours of observation of an embedded systems engineering course. Findings revealed the importance of language and framing in shaping engineering identity in online learning spaces. In addition, online student-faculty interactions were seen as an area of growth. Finally, the study found that online spaces can complicate opportunities for engineering identity performance. This study has implications regarding intentionality and online learning. To enhance engineering identity, faculty and administrators should consider how they use language to frame their courses and create meaningful student-faculty interactions. |
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| ISSN: | 2147-611X |
