Mechanical engineering students’ views on covid-19

By Student Voice
COVID-19mechanical engineering

Introduction

The arrival of COVID-19 has significantly changed the way higher education operates, particularly affecting fields like mechanical engineering, which traditionally rely on hands-on education. This blog post seeks to examine how mechanical engineering students have navigated these changes, adapting to new methods of learning and overcoming unique challenges posed by the pandemic. We will look into how teaching staff and institutions have responded and what this means for the future of technical education. Initial concerns included the interruption of practical lab sessions and the sudden shift to online learning platforms. By discussing how universities and their staff have managed these shifts and what adaptations proved effective, we will explore the various dimensions of the pandemic's impact. Moreover, we will also evaluate student feedback, gathered through surveys and text analysis, revealing their perspectives and experiences. This exploration aims to offer insights into both the immediate adjustments and potential long-term changes in teaching mechanical engineering, providing a nuanced view of the academic adaptations necessitated by the pandemic.

Shift to Online Learning

The transition to online learning has been a significant change for mechanical engineering students accustomed to a hands-on educational environment. Initially, online platforms were primarily utilised for theoretical knowledge dissemination, while practical skills were predominantly developed in labs and workshops. However, with the onset of COVID-19, these students had to adapt quickly to a new process where even complex simulations and design tasks had to be conducted virtually. Staff have had to think creatively, using software tools to simulate real-world problems and solutions that students can manage from home. On one hand, some students found that online learning platforms provided flexibility and allowed them to revisit lectures at their convenience. Conversely, others struggled with the lack of immediate support and hands-on guidance typically available in physical classroom settings. It is important to note that while some argue online methods could increase accessibility and potentially enrich the learning experience through the use of innovative educational technologies, there are also concerns about the effectiveness of these methods in imparting key practical skills. An important area of analysis is whether the essence of mechanical engineering education—deeply rooted in experimental and applied practices—can be authentically replicated through virtual learning environments.

Practical Learning and Lab Work

The restriction of access to physical laboratories and workshops due to COVID-19 has presented important challenges for mechanical engineering students. Traditionally, these practical environments are essential for imparting the hands-on skills that are fundamental to engineering education. In response, universities have implemented virtual lab platforms that attempt to mimic physical experimentation and machining processes. While on one hand, these virtual labs enable students to conduct experiments in a safe, controlled environment from their homes, the effectiveness of such substitutions is a topic of active debate. Students have expressed mixed feelings about these virtual labs. Some appreciate the flexibility and safety they offer, allowing learning to continue uninterrupted. Conversely, others have raised concerns about the lack of tactile feedback and direct interaction with real equipment, which they consider important in their learning process. Staff at universities have been forced to rapidly adapt their teaching methods, pioneering the integration of simulation software and online demonstrations to replace or supplement traditional lab work. This adjustment highlights a key tension between maintaining educational quality and ensuring health safety during a global health crisis. It invites a broader discussion of how practical skills are best developed in an increasingly digital world.

Access to Resources

The transition to remote learning raised important questions regarding access to specialised software and equipment for mechanical engineering students. Central to their studies is the use of industry-specific tools such as CAD software and simulation programmes, which are typically accessible in university settings. With the onset of COVID-19, students found themselves needing to access these resources from home, posing significant challenges. On one hand, some educational institutions successfully provided remote access or licenses for software, allowing students to continue their projects without major disruptions. However, not all students had the necessary hardware at home, leading to potential disparities in learning experiences. Staff made efforts to guide students through digital platforms, setting up online tutorials and support sessions. Some universities negotiated with software providers to extend license availability or offer cloud-based options, ensuring that all students had the tools needed to fulfil their coursework. There remains a debate on whether the experience of using such software remotely equals that of using it within the fully equipped university labs. While remote access is a helpful solution, it introduces new layers of complexity to managing course requirements and student expectations. Universities continue to refine these approaches, seeking to balance resource accessibility with the high standards expected in mechanical engineering education.

Mental Health and Wellbeing

The area of mental health and wellbeing has become increasingly important for mechanical engineering students amid the COVID-19 pandemic. The process has not only changed educational environments but also significantly impacted student lives by increasing isolation and stress due to academic pressures. Mechanical engineering, a discipline often characterised by group projects and active, collaborative lab work, suddenly found its students deprived of these key interactive experiences. This shift has raised important questions about the mental wellbeing of students who thrive in team settings and practical environments. Staff across UK universities have responded by boosting support services, including counselling and online social forums to help maintain a sense of community and shared learning. On one hand, these initiatives have provided important platforms for students to connect and support each other. Conversely, some students still struggle with the reduced direct, face-to-face interaction, which is often vital for discussing complex projects and alleviating academic pressures. It is important to note that while digital tools can bridge communication gaps, they cannot fully replace the nuances and immediacy of in-person teamwork and problem-solving, key aspects of mechanical engineering education. As institutions continue to adapt, the balance between maintaining robust mental health support and effectively delivering technical education remains a central challenge.

Industry Engagement and Work Placements

The impact of COVID-19 on industry placements for mechanical engineering students has been significant, disrupting traditional pathways to gaining practical experience. These placements typically provide a crucial bridge between academic learning and real-world application, equipping students with invaluable insights and skills. In light of the pandemic, many companies paused or significantly scaled back internship opportunities, owing to safety concerns and economic uncertainties. This disruption prompted students and academic staff to look for alternative methods to ensure that industry engagement remains a robust part of the educational process. Virtual internships have emerged as a key alternative, allowing students to engage with projects remotely. They offer the chance to work on real tasks, interact with industry professionals, and contribute to business outcomes, albeit from a distance. However, the lack of physical presence in the workplace poses questions about the depth of learning and engagement achievable. Some students have expressed that while virtual placements offer continued professional development, they miss the hands-on, immersive experience typically associated with traditional placements. Universities have subsequently increased their support, guiding students through these new forms of industry interactions, and collaborating more closely with companies to structure meaningful remote projects. On one hand, this shift has broadened accessibility, allowing more students to participate without the constraints of relocation or commuting. Conversely, the challenge remains to ensure these experiences provide an equivalent learning value, maintaining the high standards expected in mechanical engineering training.

Assessment and Exams

The COVID-19 pandemic has significantly changed the landscape of assessments and exams for mechanical engineering students. With the rapid shift to online learning, traditional exams were quickly adapted to formats that could be administered remotely. On one hand, this transition was necessary to ensure that educational processes were not disrupted. Universities implemented a variety of online assessment tools, including virtual exams and project-based evaluations, tailored to continue testing students under these new circumstances. Staff played a key role in this transition, by updating question formats to suit an online environment and ensuring that the integrity of the exams was maintained, despite the lack of a physical invigilator.

Conversely, students have shared mixed reviews about these new methods. Some have appreciated the flexibility and lack of travel time associated with online exams. Others, however, expressed concerns regarding the fairness of assessments, such as issues with internet reliability and the lack of standardisation across different home environments, which they feel could affect their performance. The student voice has been important in highlighting these concerns, leading universities to look into hybrid models of assessment for the future. These would potentially combine both traditional and new methods, hoping to balance flexibility with fairness. As institutions navigate these changes, the ongoing dialogue between students and staff remains key to refining assessment strategies that are just and effective.

Looking Forward: Post-Pandemic Prospects

As we examine the post-pandemic landscape for mechanical engineering education, it becomes apparent that the process undertaken during COVID-19 could have a lasting effect on how education is delivered. On one hand, the rapid adoption of digital tools has demonstrated that certain aspects of mechanical engineering can indeed be conveyed effectively online, offering flexibility and an extended reach. Conversely, there is a consensus among both students and staff that the tactile, hands-on experience fundamental to this discipline cannot be fully replicated virtually. This dichotomy presents an important opportunity for educational institutions to re-evaluate and possibly integrate a hybrid model of teaching that combines the best of both worlds. Furthermore, the pandemic has redefined student expectations around accessibility and technology use. Students are now more likely to expect digital resources and remote learning options as standard components of their educational experience. Staff must therefore continue to innovate and integrate technology that not only enhances learning but also prepares students for a workforce that is increasingly reliant on digital proficiency. While the long-term effects of the pandemic remain to be seen, it is clear that the sector must remain adaptable, ensuring that the quality and depth of education can meet both current and future demands of the field of mechanical engineering.

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