Useful Strategies for Implementing an Online Undergraduate  Electrical Engineering Program

Scott, Craig; James, Petronella A.; Astatke, Yacob; Ladeji-Osias, Jumoke

doi:10.18260/1-2--22170

Cited by 4 publications

(2 citation statements)

References 3 publications

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“…The results of a smaller study on a set of physics students suggest that weaker performing students may be more likely to choose online courses over in person, and recorded lectures may help close the gap between these students and students who are initially more engaged and higher performing when in person [3]. Online education for engineering students, and its challenges and opportunities, have also been explored [4], and useful strategies for the design of online engineering courses have been developed, such as in an online undergraduate electrical engineering program discussed in [5].…”

Section: Introductionmentioning

confidence: 99%

In Their Own Words: How Engineering Students Adapted to Disruptive Transitions Between Online and In-Person Learning

Esfahani,

Copp

2023 PSW Proceedings

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The COVID-19 pandemic created an unprecedented shift in students' learning environments that caused students who planned on in-person instruction to learn online instead. This change affected students' learning attitudes, anxiety, and success. In this work, we present students' personal voices to better understand how sudden disruptions in education affected students over nearly two years of transitioning between online and in person classes. In particular, we surveyed students during the Winter 2022 term in which, at the University of California Irvine, classes started online and transitioned back to in person after four weeks. We collected and analyzed students' written responses to four open-ended survey prompts that asked students to describe how they adapted to online learning and to the transition back to in person learning. We performed inductive coding of the students' responses to discover emergent themes from these first hand accounts of student experiences, and we discuss students' challenges and successes related to themes such as motivation, time management, maintaining a work/life balance, communication with peers, and access to technology and a quiet place to study. In these responses, students clearly describe both benefits and drawbacks to both transitioning to online courses and transitioning back to in person. These results provide important implications for student wellness in multiple learning formats and through disruptive transitions in learning.

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Section: Introductionmentioning

confidence: 99%

In Their Own Words: How Engineering Students Adapted to Disruptive Transitions Between Online and In-Person Learning

Esfahani,

Copp

2023 PSW Proceedings

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“…Due to the hands-on nature of engineering disciplines and the need for student instructor interaction to encourage critical thinking and the time commitment and increased workload for the faculty in developing online curriculum, prior to the COVID-19 pandemic, the number of online ABET accredited undergraduate engineering programs has been limited [1,2,3]. As the COVID-19 pandemic forced almost all instructors to make the transition from face-to-face teaching to an online format, the importance of examining the student's success in attaining desired learning outcomes in an online learning environment compared to a face-to-face environment has become more critical.…”

Section: Introductionmentioning

confidence: 99%

Impact of Online Worksheets Versus In-class Printed Worksheets on Students’ Learning Outcomes and Content Mastery

Hazaveh,

Wanless

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Developing problem solving skills and engaging students in critical thinking are essential parts of engineering/ engineering technology courses which require high levels of interaction between students and instructors. This highly interactive nature of engineering/engineering technology courses makes teaching them in an online format extremely challenging for the educators. As the COVID-19 pandemic began, online delivery of courses became a critical platform for instructors to delivery course content. It is now a necessity, not an option to improve online teaching techniques as this mode of delivery will continue. In an engineering/engineering technology course, inquiry-based tools such as worksheets are shown to be effective in keeping students engaged and helping them develop problem solving skills. Worksheets also provide a real-time assessment tool for the instructor to determine the learning outcome and the right pace for the class. The intent of this work in progress study is to evaluate the distinction between students' learning outcomes when administered online worksheets versus in class printed worksheets. This is one of many steps necessary in examining the impact of online versus face-to-face delivery of course content in engineering technology courses. Our hypothesis is that administering online worksheets versus in class printed worksheets impacts learning outcomes.The data were collected in a Digital/Microprocessor Basics course (EET2141) which is a part of the electrical Engineering Technology degree program at Michigan Technological University. This study reports the comparison of learning outcomes and content mastery in EET2141 between two groups of students. The first group of students attended EET2141 in Fall 2019 and they were administered real-world problems to solve in the form of printed worksheets handed out after each class lecture. The printed worksheets were related to that day's lecture material and were collected in class. The second group of students attended EET2141 during Fall 2020 semester and after each class session they were assigned the same worksheets but only available online (on Canvas Learning Management System). Students submitted their completed worksheets online via the LMS. The recitation sessions for both groups were held face to face in order to evaluate the absolute impact of physical and online worksheets between the two groups. The student survey on printed and online worksheets are included in this study. It is important to acknowledge that Michigan Tech allowed face to face sessions for smaller classes in which proper social distancing was achievable and of course with proper face covering during fall 2020.

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Online and Design-Based Learning in Sophomore Engineering Mechanics

Long

Kaynak

Paulino

et al. 2018

Int J Innov Online Edu

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For many years, Deakin University in Australia has offered a four-year undergraduate engineering degree program; simultaneously online and on campus. This paper describes how we have applied a new design-and project-based pedagogy to a course in sophomore engineering mechanics for civil and mechanical engineers, both online and on campus. Specific challenges included how to deliver educational content and practical

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Useful Strategies for Implementing an Online Undergraduate Electrical Engineering Program

Cited by 4 publications

References 3 publications

In Their Own Words: How Engineering Students Adapted to Disruptive Transitions Between Online and In-Person Learning

In Their Own Words: How Engineering Students Adapted to Disruptive Transitions Between Online and In-Person Learning

Impact of Online Worksheets Versus In-class Printed Worksheets on Students’ Learning Outcomes and Content Mastery

Online and Design-Based Learning in Sophomore Engineering Mechanics

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