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International Survey of Engineering Faculty: Experience of and Plans for Online Teaching

  • ID: 5367450
  • Report
  • July 2021
  • Region: Global
  • 74 Pages
  • Primary Research Group

This report looks at how 123 engineering faculty drawn from major engineering programs at research universities predominantly in the USA but also in Canada, the UK, Australia, Ireland and New Zealand - experienced online teaching - and how they view online teachings’ future in engineering education. The report gives detailed data on who taught online, how much, and what they thought of the quality of the online classes vs. in-person classes. Respondents also relate just how much that they would like to teach online in the future and what they think the online teaching policies of their engineering programs will be irrespective of their own wishes.  They also pinpoint the types of classes they think are best taught online and those that are more difficult or even impossible to teach online.  The report also looks at the services that instructors used - library services, information technology department services, for example - and quantify the use of some of these service pre, during, and post pandemic. Respondents also comment on the possible new engineering courses and programs that might be developed given the greater familiarity with online teaching.

In addition, the report quantifies the amount of time spent in developing online courses, and the continuing path of such costs in the near future.

Just a few of the report’s many findings are that:

  • 56.1% of respondents used Zoom in all of their classes during the first year of the pandemic.
  • Female faculty spent much more time than male faculty in developing their first online class.
  • In general, older faculty were more interested than younger faculty in continuing to teach online classes post pandemic.
  • Faculty in civil engineering were much more likely than those in other fields of engineering to believe that the quality of their online classes was much better than that of their in-person classes.

Data in the 74-page report is broken out by many variables related to the individual survey participants and their institutions including but not limited to country, gender, engineering field of specialization and age of respondent, and engineering school ranking,  public or private school status, and overall student enrollment size of the affiliated engineering program.

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1. THE QUESTIONNAIRE    

2. INSTITUTIONAL AFFILIATIONS OF THE SURVEY PARTICIPANTS    

  • Characteristics of the Sample  

3. SUMMARY OF MAIN FINDINGS    

  • Use of Zoom    
  • Number of Times Assistance  Requested from IT Staff Pre-Pandemic    
  • Number of Times Assistance Requested from IT Staff During Pandemic    
  • Total Hours Needed to Prepare for First Online Class    
  • Total Hours Needed to Prepare for a Subsequent Online Class    
  • Degree of Success at Integrating Course Materials for Online Classes into Course Management System    
  • Success in Integrating Information from the Academic Library Into Online Education    
  • Faculty View of the Quality of Online Courses that they Teach Relative to In-Person Courses    
  • What Percentage of their Courses the Faculty would like to Teach Online?    
  • Characterization of Engineering School Plans for Post Pandemic Deployment of Online Learning    
  • The extent of Use of Online Education    
  • Engineering Courses Viewed as Most and Least Amenable to Online Education Approach    
  • Faculty Opinion of New Programs or Approaches that Engineering Schools May Develop to Exploit New Faculty Skills in Online Education    

List of Tables

Table 1.1 Have you used Zoom in any of your courses over the past year?    
Table 1.2 Have you used Zoom in any of your courses over the past year? Broken out by country of the respondent    
Table 1.3 Have you used Zoom in any of your courses over the past year? Broken out by engineering school ranking    
Table 1.4 Have you used Zoom in any of your courses over the past year? Broken out by the title of respondent    
Table 1.5 Have you used Zoom in any of your courses over the past year? Broken out by age of respondent    
Table 1.6 Have you used Zoom in any of your courses over the past year? Broken out by gender of the respondent    
Table 1.7 Have you used Zoom in any of your courses over the past year? Broken out by engineering school student enrollment    
Table 1.8 Have you used Zoom in any of your courses over the past year? Broken out by public or private status    
Table 1.9 Have you used Zoom in any of your courses over the past year? Broken out by the number of courses taught in the past semester    
Table 1.10 Have you used Zoom in any of your courses over the past year? Broken out by academic field    
Table 2 About how many times in the following periods have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email or other means?    
Table 2.1.1 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020?    
Table 2.1.2 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by country of the respondent    
Table 2.1.3 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by engineering school ranking    
Table 2.1.4 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by the title of respondent    
Table 2.1.5 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by age of respondent    
Table 2.1.6 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by gender of the respondent    
Table 2.1.7 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by engineering school student enrollment    
Table 2.1.8 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by public or private status    
Table 2.1.9 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by the number of courses taught in the past semester    
Table 2.1.10 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means the year prior to the pandemic ending March 1 2020? Broken out by academic field    
Table 2.2.1 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)?    
Table 2.2.2 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by country of the respondent    
Table 2.2.3 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by engineering school ranking    
Table 2.2.4 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by the title of respondent    
Table 2.2.5 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by age of respondent    
Table 2.2.6 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by gender of the respondent    
Table 2.2.7 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by engineering school student enrollment    
Table 2.2.8 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by public or private status    
Table 2.2.9 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by the number of courses taught in the past semester    
Table 2.2.10 How many times have you sought the assistance of or otherwise interacted with a member of the Information Technology Staff at your engineering school, either in person or by phone, Skype, Zoom, email, or other means from March 2020 to March 2021 (During Pandemic)? Broken out by academic field    
Table 3.1 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it?    
Table 3.2 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by country of the respondent    
Table 3.3 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by engineering school ranking    
Table 3.4 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by title of respondent    
Table 3.5 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by age of respondent    
Table 3.6 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by gender of the respondent    
Table 3.7 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by engineering school student enrollment    
Table 3.8 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by public or private status    
Table 3.9 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by the number of courses taught in the past semester    
Table 3.10 If you taught a course online during the pandemic, how much time in total hours did it take you to prepare this course the first time that you taught it? Broken out by academic field    
Table 4.1 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it?    
Table 4.2 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by country of the respondent    
Table 4.3 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by engineering school ranking    
Table 4.4 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by the title of respondent    
Table 4.5 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by age of respondent    
Table 4.6 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by gender of the respondent    
Table 4.7 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by engineering school student enrollment    
Table 4.8 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by public or private status    
Table 4.9 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by the number of courses taught in the past semester    
Table 4.10 If you taught or soon will teach this predominantly or completely online course a second time, how much time in hours did it or will it take for you to prepare it? Broken out by academic field    
Table 5.1 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students?    
Table 5.2 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by country of the respondent    
Table 5.3 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by engineering school ranking    
Table 5.4 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by the title of respondent    
Table 5.5 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by age of respondent    
Table 5.6 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by gender of the respondent    
Table 5.7 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by engineering school student enrollment    
Table 5.8 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by public or private status    
Table 5.9 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by the number of courses taught in the past semester    
Table 5.10 In your online classes how easy is it to integrate course content into your course management system or other online system used to serve your students? Broken out by academic field    
Table 6.1 Have you integrated information available at your academic library into the course management system or other online systems for your students?    
Table 6.2 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by country of the respondent    
Table 6.3 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by engineering school ranking    
Table 6.4 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by the title of respondent    
Table 6.5 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by age of respondent    
Table 6.6 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by gender of the respondent    
Table 6.7 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by engineering school student enrollment    
Table 6.8 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by public or private status    
Table 6.9 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by the number of courses taught in the past semester    
Table 6.10 Have you integrated information available at your academic library into the course management system or other online systems for your students? Broken out by academic field    
Table 7.1 What is the educational quality of the online courses that you have taught relative to in-person courses?    
Table 7.2 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by country of the respondent    
Table 7.3 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by engineering school ranking    
Table 7.4 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by the title of respondent    
Table 7.5 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by age of respondent    
Table 7.6 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by gender of the respondent    
Table 7.7 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by engineering school student enrollment    
Table 7.8 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by public or private status    
Table 7.9 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by the number of courses taught in the past semester  
Table 7.10 What is the educational quality of the online courses that you have taught relative to in-person courses? Broken out by academic field    
Table 8.1 Post pandemic what percentage of courses that you teach would you like to teach predominantly online?    
Table 8.2 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by country of the respondent    
Table 8.3 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by engineering school ranking    
Table 8.4 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by the title of respondent    
Table 8.5 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by age of respondent    
Table 8.6 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by gender of the respondent    
Table 8.7 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by engineering school student enrollment    
Table 8.8 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by public or private status    
Table 8.9 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by the number of courses taught in the past semester 
Table 8.10 Post pandemic what percentage of courses that you teach would you like to teach predominantly online? Broken out by academic field    
Table 9.1 How would you characterize your engineering school's plans for post pandemic online teaching?    
Table 9.2 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by country of the respondent    
Table 9.3 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by engineering school ranking    
Table 9.4 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by the title of respondent    
Table 9.5 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by age of respondent    
Table 9.6 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by gender of the respondent    
Table 9.7 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by engineering school student enrollment    
Table 9.8 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by public or private status    
Table 9.9 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by the number of courses taught in the past semester    
Table 9.10 How would you characterize your engineering school's plans for post pandemic online teaching? Broken out by academic field    
Table 10.1 To what extent do you feel that your engineering school will use online education post pandemic?    
Table 10.2 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by country of the respondent    
Table 10.3 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by engineering school ranking    
Table 10.4 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by the title of respondent    
Table 10.5 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by age of respondent    
Table 10.6 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by gender of the respondent    
Table 10.7 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by engineering school student enrollment    
Table 10.8 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by public or private status    
Table 10.9 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by the number of courses taught in the past semester    
Table 10.10 To what extent do you feel that your engineering school will use online education post pandemic? Broken out by academic field    
Which engineering school courses are most and least amenable to online teaching? Broken out by academic field    
What new programs or courses do you think the engineering school has or may now be able to develop now that faculty is more familiar with distance education? Broken out by academic field    

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