Conference Session

Building Success in the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jiehong Liao, Florida Gulf Coast University; Galen I. Papkov, Florida Gulf Coast University; Ashraf Badir P.E., Florida Gulf Coast University; Robert O'Neill P.E., Florida Gulf Coast University

Tagged Divisions

Mechanics

face-to-face or virtual. A Learning Assistant (LA) was available tohelp all students with learning course concepts, practice problems, and review for assessments(quizzes and exams). The LA held online office hours in the evenings and weekends as needed.This study will provide an assessment of students’ performance on exams for the sections usingBlendFlex mode taught in Fall 2020, compared to previous semesters where students were taughtin a traditional Face-to-Face format. A summary of students’ perceptions will be provided basedon extensive surveys and questionnaires throughout the semester.IntroductionFor the last seven years, the authors have been investigating ways to improve student performancein engineering mechanics (statics and

Conference Session

Engaging the Online Classroom

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Matthew M. Barry, University of Pittsburgh; Samantha E. Wismer; Tony Lee Kerzmann, University of Pittsburgh; Lee Allen Dosse, University of Pittsburgh

Tagged Divisions

Mechanics

introductory statics and mechanicsengineering course in the fall 2020 semester. The three sections had a combined enrollment of 173students during the assessment period, and were under the instruction of the research team. At theend of the semester, students were asked to complete a survey concerning their experiences withthe online text. The survey included no student or demographic identifiers. All three sections usedthe same syllabus and grading schema, and the engineering topics covered in each of the threesections were identical.To assign a point value to the pre-class reading, i.e., utilization of the text via the completion ofthe assigned embedded questions, a participation score of 10% was applied to the course. Thisscore was solely based upon

Conference Session

Using Technology to Support Learning in Mechanics

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Yonghee Lee, Purdue University at West Lafayette ; Jennifer Deboer, Purdue University at West Lafayette (COE); Jeffrey F. Rhoads, Purdue University at West Lafayette (COE); Edward J. Berger, Purdue University at West Lafayette (COE)

Tagged Divisions

Mechanics

problems; online videos, covering worked examples[Figure 1], homework solutions [Figure 2], concept demonstrations and visualizations [Figure 3];a course blog / discussion forum [Figure 4] that includes all of the course materials, as well asstudents’ conversation threads used in collaborative learning; collaborative learning activities,such as group discussion and collaborative problem solving with peers in and out of classroom;and instructor office hours and a teaching assistant help room where students can ask questionsand seek help related to dynamics. Freeform has been continuously refined based on the findingsof our previous studies conducted in multiple dynamics courses in several distinct contexts,including teaching-focused and

Conference Session

Bringing a Different Perspective

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Josué Njock Libii, Purdue University Fort Wayne

Tagged Divisions

Mechanics

was studiedfor three consecutive semesters and met face to face every semester.Design of the studyThe instructor (the first author) used the syllabus to lay out the homework policies in the course[10], [12], [13]. It spelled out clearly all the dates on which homework was to be submitted forgrading. It was required that homework papers be submitted at the beginning of class. Therequired formats of its presentation and the definitions of homework that was on time,moderately late, very late, or unacceptably late were specified; so were the penalties associatedwith each type of late submission. Submitted homework was collected, graded, and returned tothe students promptly. All homework assignments were graded.There were four exams in addition to