Adapting the ‘study and research path’ methodology in strength of materials to online teaching and resource-constrained scenarios

Abstract

The Study and Research Path (SRP) methodology, emphasizing exploration of answers to open questions, has recently gained recognition as an effective active and inquiry-based learning approach, notably in the realm of Mechanical Engineering education. This study investigates the adaptation of SRPs to online and resource-constrained environments. We present and compare eight SRP-based Strength of Material courses conducted before, during, and after the COVID-19 pandemic. Our analysis focuses on the transformations observed in SRPs, encompassing shifts in course organization, question-answer maps, media-milieu dialectics, resource utilization, and inquiry procedures. Our findings demonstrate the successful adaptation of the SRP course to online teaching during the unprecedented remote conditions brought about by the pandemic. This adaptation resulted in a more guided Q-A map, innovative practical experiences with homemade setups, increased use of simulations, and parallelized inquiry by different groups. Importantly, materials and strategies developed during this transformation proved invaluable in subsequent post-pandemic courses, particularly in hybrid or constrained space and cohort settings. Our study highlights the adaptability and efficacy of SRPs in diverse teaching environments, providing valuable insights for educators seeking to implement SRPs and other active-learning, inquiry-based methodologies to challenging ecological conditions.