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Navigating Pre-College Engineering Teaching during COVID-19: A Review and Analysis of Teacher Experiences

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Title: Navigating Pre-College Engineering Teaching during COVID-19: A Review and Analysis of Teacher Experiences
Language: English
Authors: Bahar Memarian, Medha Dalal, Olushola V. Emiola-Owolabi, Kenneth J. Reid, Tina M. Griesinger, Adam R. Carberry
Source: Journal of Online Learning Research. 2025 11(1):105-139.
Availability: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: COVID-19, Pandemics, Engineering Education, Secondary School Teachers, Teacher Attitudes, Barriers, Learner Engagement, Student Motivation, Educational Technology, Training, Educational Change, Electronic Learning, Blended Learning
ISSN: 2374-1473
Abstract: The start of the COVID-19 pandemic with its unique constraints led teachers of all disciplines, across all levels, to employ diverse strategies in their quick transition to online learning. Emerging literature has suggested readiness and resources for the transition to remote learning along with intrinsic and extrinsic factors such as student motivation and engagement to be frequent challenges faced by teachers. The purpose of this work is twofold: a) conduct a review of the immediate post-pandemic literature to summarize the study and challenges of teaching STEM courses during the pandemic, and b) summarize the study experiences of secondary teachers teaching a pre-college engineering course at the beginning of the pandemic. Collectively the literature review and experimental findings enable greater understanding and sense-making of adaptations made to prepare for future abrupt changes that may arise. Focus group data (n= 39) of secondary school engineering teachers were analyzed qualitatively using sensemaking theory to reveal several challenges faced and strategies adopted during this unprecedented time. Our review of immediate post-pandemic literature suggests lack of student engagement and motivation, scheduling, access to the 'right' resources, and training with technology were the most frequent challenges experienced by teachers. Our empirical findings demonstrated similar challenges faced by a sample of pre-college teachers teaching a new engineering course which were summarized into four themes: teaching logistics, time management, available support, and regulations. The themes provide the foundation for mitigation strategies during a crisis or abrupt change in the future.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1469218
Database: ERIC
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  Data: Navigating Pre-College Engineering Teaching during COVID-19: A Review and Analysis of Teacher Experiences
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  Data: <searchLink fieldCode="AR" term="%22Bahar+Memarian%22">Bahar Memarian</searchLink><br /><searchLink fieldCode="AR" term="%22Medha+Dalal%22">Medha Dalal</searchLink><br /><searchLink fieldCode="AR" term="%22Olushola+V%2E+Emiola-Owolabi%22">Olushola V. Emiola-Owolabi</searchLink><br /><searchLink fieldCode="AR" term="%22Kenneth+J%2E+Reid%22">Kenneth J. Reid</searchLink><br /><searchLink fieldCode="AR" term="%22Tina+M%2E+Griesinger%22">Tina M. Griesinger</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+R%2E+Carberry%22">Adam R. Carberry</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Online+Learning+Research%22"><i>Journal of Online Learning Research</i></searchLink>. 2025 11(1):105-139.
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  Data: Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: https://www.aace.org/pubs/jolr/
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  Data: The start of the COVID-19 pandemic with its unique constraints led teachers of all disciplines, across all levels, to employ diverse strategies in their quick transition to online learning. Emerging literature has suggested readiness and resources for the transition to remote learning along with intrinsic and extrinsic factors such as student motivation and engagement to be frequent challenges faced by teachers. The purpose of this work is twofold: a) conduct a review of the immediate post-pandemic literature to summarize the study and challenges of teaching STEM courses during the pandemic, and b) summarize the study experiences of secondary teachers teaching a pre-college engineering course at the beginning of the pandemic. Collectively the literature review and experimental findings enable greater understanding and sense-making of adaptations made to prepare for future abrupt changes that may arise. Focus group data (n= 39) of secondary school engineering teachers were analyzed qualitatively using sensemaking theory to reveal several challenges faced and strategies adopted during this unprecedented time. Our review of immediate post-pandemic literature suggests lack of student engagement and motivation, scheduling, access to the 'right' resources, and training with technology were the most frequent challenges experienced by teachers. Our empirical findings demonstrated similar challenges faced by a sample of pre-college teachers teaching a new engineering course which were summarized into four themes: teaching logistics, time management, available support, and regulations. The themes provide the foundation for mitigation strategies during a crisis or abrupt change in the future.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 35
        StartPage: 105
    Subjects:
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Learner Engagement
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      – SubjectFull: Student Motivation
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      – SubjectFull: Electronic Learning
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      – TitleFull: Navigating Pre-College Engineering Teaching during COVID-19: A Review and Analysis of Teacher Experiences
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