Abstract
ISAE-Supmeca, a French engineering school located in the great Paris area, has been engaged in active learning, especially problem- and project-based learning (PBL), since decades. This experience, including some remote activities, gave background for the institution to get through lockdown and forced remote learning due to the covid-19 pandemic situation. Nevertheless, the shock of shifting in one week-end to full remote learning was abrupt. ISAE-Supmeca, and especially two of its units (the Learners’ Affairs Department – LAD, and the Educational Innovation Unit – EIU), held discussion with learners and teachers in order to help them to cope with the situation. The two units also conducted a work in four phases (monitoring, analyzing, proposing and capitalizing) based on a series of surveys realized from June 2020 to June 2021. This paper presents the results of the monitoring, as well as a part of the analysis phase results. More precisely, in this work, the description of the actors’ reactions and the adaptation of the learning process during the pandemic situation are detailed. Moreover, an attempt to compare the collected data of ISAE-Supmeca to a part of results from a study realized at California State University is made.
Keywords
- Difficulties
- Distance learning
- Platforms
This is a preview of subscription content, access via your institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Alam, T.: A reliable communication framework and its use in internet of things (IoT). J. Sci. Res. Comput. Sci. Eng. Inf. Technol. 3, 450–456 (2018)
McDonald, M.P., Rowsell-Jones, A.: The digital edge: exploiting information and technology for business advantage. Gartner, Inc., Stamford, CT (2012). http://www.myilibrary.com?id=835843
McKinsey & Company: How COVID-19 has pushed companies over the technology tipping point—and transformed business forever (2020)
OECD, Students, Computers and Learning: Making the Connection. OECD (2015). https://doi.org/10.1787/9789264239555-en
United Nations: Policy Brief: Education during COVID-19 and beyond (2020). https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf. Accessed 30 June 2021
Almarzooq, Z.I., Lopes, M., Kochar, A.: Virtual learning during the COVID-19 pandemic. J. Am. Coll. Cardiol. 75, 2635–2638 (2020). https://doi.org/10.1016/j.jacc.2020.04.015
Hmelo-Silver, C.E.: Problem-based learning: what and how do students learn? Educ. Psychol. Rev. 16(3), 235–266 (2004). https://doi.org/10.1023/B:EDPR.0000034022.16470.f3
Sumarni, W.: The strengths and weaknesses of the implementation of project based learning: a review. Int. J. Sci. Res. 4(3), 478–484 (2015)
Kokotsaki, D., Menzies, V., Wiggins, A.: Project-based learning: a review of the literature. Improv. Sch. 19(3), 267–277 (2016). https://doi.org/10.1177/1365480216659733
Prince, M.J., Felder, R.M.: Inductive teaching and learning methods: definitions, comparisons, and research bases. J. Eng. Educ. 95(2), 123–138 (2006). https://doi.org/10.1002/j.2168-9830.2006.tb00884.x(2006)
Peyret, N., Courtois, S., Chevallier, G.: Combined project-based learning and teacher-practical demonstrations to help acquire global engineering skills. In: Varietas Delectat... Complexity is the New Normality, SEFI Conference 2019 Proceedings, Budapest, pp. 871–878 (2019)
Asgari, S.: An observational study of engineering online education during the COVID-19 pandemic (2021). https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0250041. Accessed 15 Aug 2021
https://www.microsoft.com/en-us/microsoft-teams/group-chat-software
Virkki-Hatakka, T., et al.: Working-life integrated engineering curriculum design and enhancing thesis process. In: SEFI Conference 2020 Proceedings, pp. 1146–1158 (2020)
Kooli-Chaabane, H., Peyret, N., Hammadi, M., Lanthony, A.: Virtual design office: proposition of problem- and project-based learning solution in the COVID-19 era and beyond. In: EDUCON2021 – IEEE Global Engineering Education Conference, Vienna, Austria (online) (2021)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this paper
Cite this paper
Kooli-Chaabane, H., Lanthony, A., Boukaré, A., Peyret, N. (2022). The Abrupt Shift to Full Online and then Blended Learning at a French Engineering School: Difficulties and Practices, Reaction and Adaptation. In: Auer, M.E., Tsiatsos, T. (eds) New Realities, Mobile Systems and Applications. IMCL 2021. Lecture Notes in Networks and Systems, vol 411. Springer, Cham. https://doi.org/10.1007/978-3-030-96296-8_3
Download citation
DOI: https://doi.org/10.1007/978-3-030-96296-8_3
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-96295-1
Online ISBN: 978-3-030-96296-8
eBook Packages: EngineeringEngineering (R0)