Abstract:

Due to the COVID-19 pandemic, in the middle of March 2020, many universities were forced to move from face-to-face, in-classroom learning to remote teaching. It was 17th of March 2020, when the Swedish authorities decided that all teaching at the Universities and high schools has to change from on-campus educational process to online one. This article aims to present the experiences of two teachers at Mechanical Engineering department at Linnaeus University and to identify the good practices and results during this difficult period.

The process of transition from face-to-face to online teaching was challenging because it needed an emergency action in organization and preparing the online teaching process from one day to another. From other hand this transition was enriching and valuable because it of the new experiences, knowledge and skills that were gathered and it was rewarding because of the final result.

The big challenge was not only to get into the new environment of teaching with getting used to the platforms proposed for communication and the new features on the dashboard but also to create new pedagogical strategies to overcome the difficulties of this hectic period. The specificity of the engineering education – labs, problem solving, project based learning requires very good planning, development of adequate teaching material and constant communication for continuous feedback.

In this paper, the authors are sharing their experiences on how they prepared the teaching material, accomplished the online teaching, and how the examinations were arranged and implemented. In addition, the results of the examinations will be presented compared with the time before the Covid19.

Keywords:

Remote teaching, higher education, engineering education, COVID-19.