Conference Session

...by Design

Collection

2013 ASEE Annual Conference & Exposition

Authors

Amber Kendall, Tufts Center for Engineering Education and Outreach; Merredith D Portsmore, Tufts University

Tagged Divisions

K-12 & Pre-College Engineering

, attention-dependent knowledge includes a “repertoire ofattentional skills for attending to cognitive and affective aspects of pupil activity which may notbe apparent to those without this experience” and contains knowledge which “cannot be writtendown….[but] becomes available during the complexity of the progress of a lesson, often inresponse to instances of pupil activity that could not be predicted on the basis of the teacher’ssubject or pedagogical knowledge” (p 4). Thus the framework they used to identify thisknowledge and the data presented in this present study rely on both classroom observation dataas well as later teacher reflections on their practice. Additionally, the emphasis Ainley andLuntley place on teacher attention to student

Conference Session

Misconceptions

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Venters, Virginia Tech; Lisa DuPree McNair, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Divisions

Educational Research and Methods

Department Head of Graduate Education and co-Director of the VT Engineering Communication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and an M.A. and B.A. in English from the University of Georgia. Her research interests include interdis- ciplinary collaboration, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a National Science Foun- dation CAREER award to explore the use of e-portfolios for graduate students to promote professional identity and reflective practice. Her

Conference Session

Teaching - Best Practices

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bimal P. Nepal, Texas A&M University

Tagged Divisions

Manufacturing

depicts the proposed framework for enhancing student learning. It consists of fourtypes of learning that happens over the semester long course, which the author defines as thestudent learning lifecycle. Each type of learning and their timeline are briefly described in thefollowing sections. Page 23.536.3 2 Exhibit 1: A framework for enhancing student learning in a classroom setting Comparative  Integrative and  Direct  Reflective

Conference Session

Computers and Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Hoda Baytiyeh, American University of Beirut

Tagged Divisions

Computers in Education

these activities. Participants were also asked torate, using a 4-point Likert-type scale (1 = very little, 4 = very much), 22 items that reflected thedegree to which their internet use affected their skills. Exploratory factor analysis generated fourknowledge factors involved in internet use: non-formal, informal, professional, and social.Informal was shown to be the most important knowledge factor for participants, followed bynon-formal, social, and professional.IntroductionVarious researchers have examined the impact of internet use on academic performance andachievement of students, and have come to diverse conclusions. On one hand, some researchersfound a negative effect of internet use. Kubey, Lavin, and Barrows 1 for example found

Conference Session

Product Development and Manufacturing

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ali Alavizadeh, Indiana University Purdue University, Fort Wayne

Tagged Divisions

Engineering Technology

building, model verification, and result interpretation. 2- Understand and apply statistics and probability as is used in simulation analysis. 3- Use a simulation tool to model and simulate manufacturing systems. 4- Be able to complete a manufacturing system simulation project from beginning to end.Assignments and reflection papersBoth undergraduate and graduate students worked on identical problems, although graduatestudents worked on a few more problems. The assignments covering the basis of modeling andsimulation (i.e., statistical distribution, random numbers, etc.) were submitted in written format,while the later assignments on building and running models were submitted electronically viaBlackboard. For the latter, students

Conference Session

Mechanical Engineering (ME) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Firas Akasheh, Tuskegee University; Kenneth D Dawson, Tuskegee University; Jonathan Rocha, Tuskegee University

Tagged Divisions

Mechanical Engineering

American Society for Engineering Education, 2013 Comprehensive approach to teaching dynamics of planar mechanisms based on modern learning theoriesAbstractIt is well known that students have different learning styles and for teaching to be effective anon-traditional approaches that can address the different styles should be attempted. Also,according to Kolb, learning is most effective if done in a cycle involving experiencing,reflection, thinking and planning. In this paper, we present an attempt at a comprehensiveapproach to teaching the course Theory of Machines, a standard course in the majority ofmechanical engineering curricula. At the beginning of the semester, students are asked toconceptualize and realize a

Conference Session

Socio-cultural Dimensions of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sandra Loree Dika, University of North Carolina, Charlotte; Brett Tempest, University of North Carolina, Charlotte; Miguel A. Pando, University of North Carolina, Charlotte

Tagged Divisions

Community Engagement Division

Summer 2012. Student participants included10 civil engineering students (9 undergraduate and 1 graduate) at a large urban researchinstitution in the southeast United States. With the first author, they designed pre- and post-tripquestionnaires, focus group interviews, and written reflection activities to assess students’perceptions, attitudes, and learning as a result of the experience. This paper addresses threeresearch questions: 1) What is the profile of engineering students who choose to participate in a study abroad/ service learning experience, in terms of motivation for enrolling in study abroad, reasons for volunteering, and previous educational, organization and service activities

Conference Session

Information Literacy, Computer Efficacy and Readiness

Collection

2013 ASEE Annual Conference & Exposition

Authors

Bill D. Bailey, Southern Polytechnic State University

Tagged Divisions

Two Year College Division

project, students assessed their performance on both technical andWorkforce Skills using inspection sheets, rubrics and other tools. This self-assessment includeda reflective paper about the project; what went well, what might be improved, and lessonslearned. After the self-assessment, the instructor also assessed student performance. Aconsensus meeting between the instructor and the student was held to discuss and reconcile anydifferences, and to plan the next activity. Documentation from this cycle could be accumulatedin an optional employment portfolio4.Project planning and assessment documentsEach individual project and each team project required a detailed written plan. Highly skilledpractitioners often create mental plans rather than

Conference Session

K-12 Professional Development II

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jeremy V Ernst, Virginia Tech; Aaron C. Clark, North Carolina State University; Vincent William DeLuca, North Carolina State University; Laura Bottomley, North Carolina State University

Tagged Divisions

K-12 & Pre-College Engineering

teacherswho meet these standards, and advocating related educational reforms to integrateNational Board Certification in American education and to capitalize on the expertise ofNational Board Certified Teachers.” The NBPTS “seeks to identify and recognizeteachers (primarily Pre K – 12) who effectively enhance student learning and demonstratethe high level of knowledge, skills, abilities and commitments reflected in the followingfive core propositions”5. First, teachers are committed to students and their learning.Second, teachers know the subjects they teach and how to teach those subjects tostudents. Third, teachers are responsible for managing and monitoring student learning.Fourth, teachers think systematically about their practice and learn from

Conference Session

Innovative IE Course Content

Collection

2013 ASEE Annual Conference & Exposition

Authors

Douglas H Timmer, University of Texas, Pan American; Miguel Gonzalez, University of Texas, Pan American

Tagged Divisions

Engineering Economy, Engineering Management, Industrial Engineering

information sheet and student survey after submitting the project butbefore receiving feedback reflecting their performance as defined by the rubric. The surveyfocused on the students’ perceived understanding of the project learning goals and confidence inability to implement the learning goals in real life.ResultsThe Gauge R&R Project was implemented at the University of Texas – Pan American (UTPA)in MANE 4311 – Quality Control during the Fall 2012 semester. Eleven students were enrolledin the course and eight submitted the (voluntary) demographic and survey sheets. The assessmentresults are provided in Tables 1 – 3.Table 1 contains the student demographic information. Participation in the demographic surveywas voluntary. The demographic

Conference Session

Design Based Energy Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer M Peuker, University of Alaska, Anchorage; Steffen Peuker, University of Alaska Anchorage

Tagged Divisions

Energy Conversion and Conservation

whichhave a designated laboratory time. Anecdotal evidence of the activities indicates that students wereengaged and enjoyed the active learning activities. Student reflections show that students not onlyachieved individual learning outcomes—such as analyze thermal system components, design andoptimize thermal systems, etc.—but they synthesized them into their project and performed anevaluation, demonstrating they achieved the highest domain in terms of cognitive learning.Background and IntroductionThermal system design courses tend to be senior level mechanical engineering courses—either re-quired or as a technical elective—designed to incorporate several aspects of thermodynamics, heattransfer, and fluid dynamics into a single course having an

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tolga Kaya, Central Michigan University; Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Qin Hu, Central Michigan University; Shaopeng Cheng, Central Michigan University ; Steve Kettler, Alma High School; Daniel Chen, Central Michigan University

Tagged Topics

NSF Grantees Poster Session

that participants would work on developing. Several guest speakers andprofessional coaches helped us during the professional and curriculum development activities.We are currently working on developing follow-up plans during the academic year where pre-service teachers will implement classroom activities under in-service teachers’ supervision andthese activities will be used during high school visits to the campus.In this paper, we will give the details about the RET Site’s management and discuss ourexperiences from lessons learned during the first year. Weekly survey results will be analyzedand interpreted. Reflections from participants, faculty, and undergraduate students will bepresented. External evaluation scheme will be introduced and

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

students, interviewsare central to providing the context-specific information needed for robust survey development.Therefore, we are using a quasi-longitudinal approach and we are interviewing Appalachian highschools students for a current perspective, Appalachian college students for a recent reflection,and working engineering professionals in Appalachia for a longer-term reflection. This paperfocuses on the development and pilot testing of semi-structured interview protocols for eachparticipant type.Preliminary findings from pilot testing support the protocol’s ability to provide meaningfulinformation across multiple frameworks. Initial findings from a priori coding of the frameworkconstructs suggest that influences specific to Appalachian

Conference Session

Assessment of Community Engagement

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder; Kurt Paterson P.E., Michigan Technological University; Chris Swan, Tufts University; Olga Pierrakos, James Madison University; David O Kazmer, University of Massachusetts, Lowell; Annie Soisson, Tufts University

Tagged Divisions

Community Engagement Division

Service (LTS) is an umbrella term that encompasses service-learning (SL) andextracurricular activities such as Engineers Without Borders (EWB) that teach students valuableskills while also benefitting community partners. Although EWB is primarily an extra-curricularactivity for students, some projects are designed and structured to teach specific skills andinclude reflective writing assignments for student participants. Research has shown that LTSactivities can successfully meet a variety of learning outcomes for engineering students andprovide benefits to community partners.6,14 This paper will present a summary of LTS activitiesbased on a literature search and recent activities associated with the NSF-grant on EngineeringFaculty Engagement in

Conference Session

Electrical and Computer Engineering (ECE) Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nizami Z Vagidov, University at Buffalo, The State University of New York; Vladimir Mitin, University at Buffalo, SUNY; Athos Chariton Petrou; Joseph L Zawicki Zawicki

Tagged Divisions

Electrical and Computer

a function ofφ. Then, they will analyze the data and verify Malus’s law: I = I0 cos2φ. Finally, the studentswill verify that a wire grid can act as a polarizer or an analyzer for microwaves.(b) Standing waves. The setup of Fig.2 will be used. The transmitter sends a wave along the rail on which the various components are mounted. At the other end of the rail a reflector is placed with its plane perpendicular to the emitted wave. The emitted and reflected waves form

Conference Session

Innovative Pedagogy in Civil Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Jeffery S Horsburgh, Utah State University; David E Rosenberg, Utah State University; Daniel P. Ames, Brigham Young University; Laura G Hunter, Utah Education Network; Courtenay Strong, University of Utah

Tagged Divisions

Civil Engineering

universities. The assessmentof the course sought to determine if these anticipated challenges occurred and then solicit studentsuggestions for improvement.AssessmentMethodsThe assessment of the initial course offering involved (i) administering mid-semester and end ofclass surveys to the students, and (ii) instructor reflections. The midterm and final surveys wereboth anonymous and similar (words were changed slightly to improve meaning of questions anda couple of additional questions were added to the final assessment survey). The open-endedquestions were: What went well in class? What contributed most to your learning? What could have been improved? How could this course be more effective to help you learn?Surveys also requested students to

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Tamara J Moore, University of Minnesota, Twin Cities; Aran W Glancy, University of Minnesota, Twin Cities; Kristina Maruyama Tank, University of Minnesota, Twin Cities; Jennifer Anna Kersten, University of Minnesota, Twin Cities; Micah S Stohlmann, University of Nevada, Las Vegas; Forster D. Ntow, University of Minnesota, Twin Cities; Karl A Smith, University of Minnesota & Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

, and Mathematics (STEM) for America’s Future5 indicates the need toproduce individuals with a strong STEM background in order to be competitive internationally.Rising Above the Gathering Storm: Energizing and Employing America for a Brighter EconomicFuture6 notes that economic growth and national security are related to well-trained people inSTEM fields.STEM integration can provide students with one of the best opportunities to experience learningin real-world situations, rather than learning STEM subjects in silos7. However, the mostprevalent methods of structuring and implementing STEM education do not “reflect the naturalinterconnectedness of the four STEM components in the real world of research and technologydevelopment”1 (p. 150). This

Conference Session

Graduate Student Experience

Collection

2013 ASEE Annual Conference & Exposition

Authors

Janet Y Tsai, University of Colorado at Boulder; Daria A Kotys-Schwartz, University of Colorado Boulder; Beverly Louie, University of Colorado, Boulder; Virginia Lea Ferguson, Mechanical Engineering; University of Colorado; Boulder, CO; Alyssa Nicole Berg, University of Colorado Boulder

Tagged Divisions

Graduate Studies, Student

. During theirparticipation in the mentoring program, undergraduates are assessed via pre- and post- surveys togauge several dimensions of their engineering identity and confidence. Additionally,undergraduates respond to biweekly reflective questions to give researchers a qualitative flavorof their experiences in the mentoring program. Graduate mentors similarly respond to severalreflective questions about their experiences during their participation in the program andcomplete pre- and post- assessments.This paper presents the qualitative data collected from graduate student mentors during the firsttwo years of program implementation. Graduate student responses have been examined in thecontext of each individual mentoring partnership to understand

Conference Session

Grasping the "Concept"

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sayara Saliyeva, Nazarbayev University; Dinara McLaughlin; Moulay Rachid Babaa, Nazarbayev University; Hella Tokos, Nazarbayev University; Stefaan Jan Rogier Simons, University College London; Sarim Naji Al Zubaidy, Nazarbayev University; Joseph A. Menicucci Jr., Nazarbayev University

Tagged Divisions

Chemical Engineering

balanced between active and reflective learning as well as visualand verbal learning. They have a moderate preference for sensing, and a very strong preferencefor global learning. Prior to this course, they indicated that they agreed with Statement A. Afterthis course, they strongly agreed with this same statement. They agreed with Statement B in bothpre-course and post-course evaluation. Finally, they indicated neutrality on Statement C beforethe course but disagreed with it in post-course evaluation. Student X indicated that they believedpre-course that they would earn a “B” in the course but believed that they would earn a “C”post-course (but before the final exam). They earned a “C+” in the course.Case Study 2: Student Y is also well balanced

Conference Session

Mechatronics

Collection

2013 ASEE Annual Conference & Exposition

Authors

Anca L. Sala, Baker College of Flint

Tagged Divisions

Mechanical Engineering

of two or three.5. Assignment - section assigns an open-ended activity to be performed by students to furthertheir understanding of the topics and enhance their problem-solving abilities. This activity isideally done during class time, but it can be completed by students outside of class time ifneeded.6. Results and Conclusions - the final section is where students will reflect on their learning byanswering questions and writing a short Conclusions paragraph.Table 1. Modules Developed and Deployed in Academic Year 2011-12Course Module Learning Objectives“Introduction 1. Translational a) Design an experiment to determine the Translational Kineticto Engineering Kinetic Energy Energy of an object moving in

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Emmanuelle Reynaud, University of Massachusetts, Lowell; Linda Barrington, University of Massachusetts, Lowell; Ella Willard-Schmoe, University of Massachusetts Lowell

Tagged Topics

NSF Grantees Poster Session

interpersonal skills - Social outcomes, such as a longer-term civic engagement and greater tolerance - Learning outcomes, with higher self-efficacy and better preparation for open-ended questionsEyler and Giles4 present the structuring principles that frame a positive S-L experience. Of highimportance is the need to connect students to their peers, their community partners and theirmentors. Also paramount is the quality of the projects: they must be challenging without beingoverwhelming. Finally, the need for reflection concerning the experience and its context (i.e. anaffirmation that the messiness of community projects offers other paths to learn) must also beaddressed.In the SLICE program, most of the S-L projects, as

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Stefan J. Grimberg P.E., Clarkson University

Tagged Divisions

Environmental Engineering

and the third room for tomatoes. Because northern climates do not provide sufficient light for plant growth, artificial lighting is also needed. We use high efficiency LED lights that make the rooms glow pink (Figure 3). Plants reflect green light, but they absorb light in the red and blue wavelengths of the visible spectrum. Thus, we can reduce energy use

Conference Session

Institutional Transformations

Collection

2013 ASEE Annual Conference & Exposition

Authors

Canan Bilen-Green, North Dakota State University; Roger A. Green, North Dakota State University; Christi McGeorge, North Dakota State University ; Cali L. Anicha, North Dakota State University; Ann Burnett, North Dakota State University

Tagged Divisions

Women in Engineering

institutional transformationinvolves multiple interventions which take into account (1) the effects of institutional policiesand practices; (2) campus climate, reflecting attitudes and behaviors that diminish women’sadvancement; and (3) knowledge and skills for success in teaching, research, and leadership.Because men are recognized as vital partners in achieving institutional transformation forgender equity, the ADVANCE FORWARD project deliberately cultivates alliances with menfaculty and administrators. The Campus Climate component of the project focuses upon the institutional andindividual responsibilities for working toward a gender diverse faculty and a supportive,inclusive, collegial environment, and tying institutional rewards to success

Conference Session

Collaborative Projects in Architectural Engineering Education

Collection

2013 ASEE Annual Conference & Exposition

Authors

David Jan Cowan, Indiana University Purdue University, Indianapolis; Kirsten Hill, IUPUI Student; Mary Ann Frank, Indiana University Purdue University, Indianapolis

Tagged Divisions

Architectural

society. It consists entirely of closed questions, typically on a 7 point Likert scale.The other survey, known as the Civic Minded Graduate Reflection Prompt, assesses how theSLA experience has influenced students’ learning and development, and their attitudes towardstheir education and service learning. It also consists of closed questions.It should also be noted that the more recent respondents to these surveys have used a new surveymethodology to account for ‘response shift bias’ (Howard & Dailey, 1979)4, which basicallyasks them to take a survey, then immediately afterwards take it again. These surveys have helpedour institution tremendously when assessing the growth of these students with respect to servicelearning and civic

Conference Session

Engineering Education in the Middle East and Technology Exploration in Africa and Developing Countries

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wilhelm Alexander Friess, University of Maine; Muhieddin Amer, RIT-Dubai

Tagged Divisions

International

Page 23.938.3maintain their basic values, need to find special arrangements that may even contradict the law ofthe land (for example in regards to internet access and freedom of speech 8,9).This paper draws from the author’s observations of the entire academic community in Dubai.The observations reflect both a systemic perspective regarding campus formation, faculty hiringand campus consolidation, as well as an operational perspective regarding attracting, maintainingand graduating top quality students, and the peculiarities resulting from the highly diverseenvironment that emerge in the classroom.Discussion  The  challenges  presented  here  are  roughly  divided  into  startup  challenges,  which  typically  are  temporary  in  nature  and

Conference Session

Retention and Persistence in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Eric L Huerta-Manzanilla, Universidad Autónoma de Querétaro; Matthew W. Ohland, Purdue University, West Lafayette; Russell Andrew Long, Purdue University, West Lafayette

Tagged Divisions

Educational Research and Methods

the institution, when the individual’s intellectual developmentis congruent with the environment of the college 8.Social integration could be understood as the degree of congruency between the student’s socialbehavior and the social system of the university. Academic, or structural, integration is theacademic performance and achievement of the student. Normative integration, according to Page 23.1211.3Tinto, reflects the student’s appraisal of the academic system of the university and is evident aspart of the student’s intellectual development. The goal of college graduation and thecommitment to the institution are, in Tinto’s model, direct

Conference Session

Curriculum and Program Developments, Exchanges, Collaborations, and Partnerships

Collection

2013 ASEE Annual Conference & Exposition

Authors

Duane L. Abata, South Dakota School of Mines and Technology; Arvid Andersen; Wayne B. Krause, South Dakota School of Mines and Technology

Tagged Divisions

International

isprovided for poor performance (illness, language difficulties, lack of background, etc.).EPS and Experiential learningThe educational process in the EPS program is best described as experiential learning.Experiential learning is most easily described as the process of acquiring information through thestudy of a subject without the necessity for direct textbook exposure. In the early 1970s,educational researchers David Kolb and Ron Fry developed the Experiential Learning Model(ELM)4 which is composed of four elements:  concrete experience  observation of and reflection on that experience  formation of abstract concepts based upon the reflection  testing the new concepts  (repeat)These four elements are the quintessence

Conference Session

Issues of Outreach and Interest in Engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sara A. Atwood, Elizabethtown College; Joshua M Frey, Elizabethtown College

Tagged Divisions

Women in Engineering

system, component, or process to meet desired needs. 2 (design an activity or demonstration to teach a concept using creativity and innovative ideas) 3 ABET f. Understanding of professional and ethical responsibility. (need for outreach and science education to the public, professionalism) 4 ABET g. Ability to communicate effectively. (to a non-technical audience, with multimedia presentation and in written report) 5 ABET i. Recognition of the need for and an ability to engage in life-long learning. (reflect on experience and continuing outreach after graduation) The undergraduates performed the outreach activity at a local Junior High

Conference Session

Using Student Competitions to Enhance Learning

Collection

2013 ASEE Annual Conference & Exposition

Authors

Chris Carroll, University of Louisiana, Lafayette

Tagged Divisions

Civil Engineering

the K-12 level. Page 23.313.1 c American Society for Engineering Education, 2013 Competition Based Learning in the ClassroomIntroduction Traditional engineering courses at most universities have been taught for decades with a3-hour lecture format, usually meeting for either three 50-minute lectures, or two 75-minutelectures each week. In both formats, the course is generally taught with passive, abstract(theoretical), verbal, and sequential teaching styles, in other words, the instructor presents thematerial with little time for experimentation or reflection

Conference Session

Design Pedagogy and Curriculum 2

Collection

2013 ASEE Annual Conference & Exposition

Authors

Richard Cozzens, Utah Educational Network; Jeremy Ray Farner, Weber State University; Thomas James Paskett, Weber State University; Elias V. Perez, Utah State University Eastern; Isabella Borisova, Southern Utah University

Tagged Divisions

Design in Engineering Education

(Prepare, Teach One Another, Ponder and Prove)were used to create the course and each module of instruction.Best Practice 1: Be Present at the Course Site6Each module of the course includes a lesson reflection where students can post an evaluation ofthe lesson. A question and answer discussion board is also an important aspect of the coursewhere students can ask each other questions as well as receive responses to questions from theirinstructor. Further contact with instructors can be made with email. Page 23.431.13Students expect that their instructors will be present in an online course multiple times a week,and at best, daily. A flipped