Geotechnical and geoenvironmental engineering education during the pandemic

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dc.authoridOsama Dawoud / 0000-0002-3138-0793en_US
dc.authorscopusidOsama Dawoud / 56229410100
dc.authorwosidOsama Dawoud / AAN-8912-2020
dc.contributor.authorJiang, Ningjun
dc.contributor.authorHanson, James L.
dc.contributor.authorVecchia, Gabriele Della
dc.contributor.authorZhu, Cheng
dc.contributor.authorYi, Yaolin
dc.contributor.authorArnepalli, Dalinaidu
dc.contributor.authorCourcelles, BenoƮt
dc.contributor.authorDawoud, Osama
dc.date.accessioned2021-06-08T11:17:43Z
dc.date.available2021-06-08T11:17:43Z
dc.date.issued2021en_US
dc.departmentÄ°stinye Ɯniversitesi, MĆ¼hendislik ve Doğa Bilimleri FakĆ¼ltesi, Ä°nşaat MĆ¼hendisliği BƶlĆ¼mĆ¼en_US
dc.description.abstractThis paper reports the impact of coronavirus disease 2019 on the practice and delivery of geotechnical and geoenvironmental engineering (GGE) education modules, including lectures, lab sessions, student assessments and research activities, based on the feedback from faculty members in 14 countries/regions around the world. Faculty members have since adopted a series of contingent measures to enhance teaching and learning experience during the pandemic, which includes facilitating active learning, exploring new teaching content related to public health, expanding e-learning resources, implementing more engaged and student-centred assessment and delivering high-impact integrated education and research. The key challenges that faculty members are facing appear to be how to maximise the flexibility of learning and meet physical distancing requirements without compromising learning outcomes, education equity and interpersonal interactions in the traditional face-to-face teaching. Despite the challenges imposed by the pandemic, this could also be a good opportunity for faculty members obliged to lecture, to rethink and revise the existing contents and approaches of professing GGE education. Three future opportunities namely, smart learning, flipped learning and interdisciplinary education, are identified. The changes could potentially provide students with a more resilient, engaged, interactive and technology-based learning environment.en_US
dc.identifier.citationJiang, N. J., Hanson, J. L., Della Vecchia, G., Zhu, C., Yi, Y., Arnepalli, D. N., ... & Singh, D. N. (2021). Geotechnical and geoenvironmental engineering education during the pandemic. Environmental Geotechnics, 40(XXXX), 1-11.en_US
dc.identifier.doi10.1680/jenge.20.00086en_US
dc.identifier.endpage243en_US
dc.identifier.issn2051-803Xen_US
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85106938314en_US
dc.identifier.scopusqualityQ2en_US
dc.identifier.startpage233en_US
dc.identifier.urihttps://doi.org/10.1680/jenge.20.00086
dc.identifier.urihttps://hdl.handle.net/20.500.12713/1787
dc.identifier.volume8en_US
dc.identifier.wosWOS:000656044400006en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorDawoud, Osama
dc.language.isoenen_US
dc.publisherICE Publishingen_US
dc.relation.ispartofEnvironmental Geotechnicsen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Ɩğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectGeoenvironmenten_US
dc.subjectGeotechnical engineeringen_US
dc.subjectPublic Policyen_US
dc.titleGeotechnical and geoenvironmental engineering education during the pandemicen_US
dc.typeArticleen_US

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