Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by COVID-19

This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning instruction from a face-to-face virtual format. In this qualitative study, reflections focus groups three collaborations were analyzed using lens of Social Cognitive Theory. COVID-19 created dramatic change in environment such that most immediate direct impact experiences was environmental aspects Bandura’s triadic reciprocal determinism model, which then triggered behavioral personal responses adapt new environment. Subsequent evidence effects between environmental, behavioral, factors took place as students continued adapt. Results suggest modifications made project fully meaningful for teaching through teams. partnership provided both pre-service teachers with opportunity learn practice content professional skills will be essential success future work environments.