A hybrid model for Architectural Engineering courses with Digital Transformation Competencies Academic Article in Scopus uri icon

abstract

  • This paper presents some lessons the Online Terms during the Pandemic left to universities and professors in terms of Digital Transformation Competencies developed by students and professors and the perceptions of students after the return to the campus. We propose a model for online education in the post-pandemic years for Engineering Schools in particular for Structural Engineering courses for Architecture Students and Civil Engineering students. This model is the evolution of models used by the authors in years prior to pandemic and during the pandemic online terms and, they include the positive lessons learned from pandemic terms and the new digital competencies that we consider should be included in all courses, as some of these skills are highly desirable in Engineering graduates. A total of 298 students answered a survey regarding their perceptions on what their experience was during the online terms and what sort of courses they consider are better suited for online teaching. Some questions in the survey also dealt with the problems faced by students during online terms and the results are included in this work to avoid them in future implementations of online courses. The results and analysis of the survey that students answered give a clear indication that overall, online education is well received by students and that universities should continue to have part of their curriculum in an online format. Especially after several terms online, four semesters in the case of our university, in which professors and students developed digital transformation competencies that can be very useful in successful implementations of the models presented in this paper. We present this model and its results as a tool that can be used by professors and universities worldwide when designing new courses for Architectural Engineering in an online or hybrid format. © American Society for Engineering Education, 2023.

publication date

  • June 25, 2023