Higher education engineering educator's perspectives on challenges and upskilling needs in teaching creativity online
Bildiriler > Tam Metin Bildiri · 2022
Yazarlar: Patricia Wolf, Marianne Harbo Frederiksen, Andreas Wilhøft, Kathryn Cormican, Christoph Kunz, Özge ANDİÇ ÇAKIR, Fırat SARSAR, Hüseyin Ekrem ULUS
Continuous Innovation Network Conference: Pursuing Innovation for a Smart & Sustainable Future, İtalya, Pisa, Uluslararası, Sözlü Sunum, Tam Metin Bildiri, 2022-2022, ss 1-10
Özet
<p>Creativity is a crucial skill for future engineers. Hence, it is becoming increasingly</p><p>important for higher education (HE) engineering educators to foster and enhance</p><p>engineering students’ creative abilities. Simultaneously, engineering education is</p><p>shifting to online learning. However, we find that current online engineering</p><p>curricula at universities fall short when it comes to teaching and rewarding</p><p>creativity. To aggravate the situation, there is a paucity of pedagogical studies</p><p>addressing teaching creativity online in HE institutions and there is a lack of</p><p>systematic approaches to guide engineering educators to incorporate the topic into</p><p>online teaching environments. To address these shortcomings, we conducted a</p><p>comprehensive qualitative study using structured interviews and focus group</p><p>techniques involving more than 60 higher HE engineering educators from Ireland,</p><p>Germany, Denmark and Turkey to investigate the challenges related to teaching</p><p>creativity online. Eight challenges were identified and we organize them in a four-</p><p>field-matrixconceptual model which encompasses intellectual, social,</p><p><br></p><p>organizational, and technological challenge aspects.</p>