Use of Interactive Online Textbook for Teaching Online Engineering Course – A Case Study

Patki, Priyanka; Yu, Feiyan; Kulkarni, A. K.

doi:10.16920/jeet/2020/v33i0/150100

Cited by 1 publication

(1 citation statement)

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“…There are multiple examples, among them the one presented in [8], where the process of changing from in‐person to online teaching at Strathclyde University (Glasgow) is described. In [26], the use of online textbooks is analyzed, both in terms of teaching and evaluating students and avoiding cheating, in the frame of an online course at Pennsylvania State University. Concerning studies carried out during the COVID‐19 pandemic, the quality of online teaching was compared to the quality of previous face‐to‐face teaching in different engineering subjects at the University of Burgos (Spain) [28].…”

Section: Introductionmentioning

confidence: 99%

Tools for simultaneous online and in‐person teaching in a Linear Circuit Analysis subject

Fernández

Vicente

2022

Comp Applic In Engineering

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During the first semester of 2020-2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID-19 pandemic: students were able to attend in-person or online, as long as the in-person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in-person or online. Specific software tools were used for the in-advance seat reservation and simultaneous online and in-person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in-person or online average examination marks (p = .133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course.

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Section: Introductionmentioning

confidence: 99%