manage.This situation is aggravated by the fact that students often take several courses each term andmany courses over their entire academic experience. The capability of searching the contentof many different courses may help a student find a relevant piece of information, or see howdifferent courses are related along a common topic. Such a search can be used in differentcontexts, such as over a single course, or over several course modules over an extendedperiod of time. A user interface for searching can be made available in several places, such asin the syllabus page of a course, or in the presentation interface of each lecture. Relevancebased searches can also be used to assist faculty in the development of future lectures.Automatic Indexing of
of the course theyteach and previous online teaching experiences. Best online teaching practices are beingdiscussed in terms of ways of delivering the lectures, assignments, examinations,communication, class initiation, and attendance and participation requirements. These questionshave been investigated via a survey conducted at University of North Carolina at Charlotte (UNCCharlotte). Based on the survey, faculty and student challenges with online teaching and facultyperception of ideal online-teaching environment are also discussed. The results show that thereare some variations among these factors mentioned above.IntroductionMotivation:As distance education becomes more widespread, the benefits of distance education are veryclear: in
Paper ID #35112Preparing for an Online ABET VisitDr. Matthew G. Green, LeTourneau University Matthew Green serves as Associate Dean in the School of Engineering and Engineering Technology and Professor of Mechanical Engineering at LeTourneau University in Texas. His objective is to practice and promote engineering as a serving profession. He has taught and helped develop design courses for all four years of the undergraduate curriculum, and has taught courses such as Dynamics, Thermodynamics, and Machine Design. Past projects include remote power generation, design methods for frontier environ- ments, enhanced
videos orother illustration and demonstration videos. Figure 2. Online shell for Quality Control courseThere are some additional syllabus requirement for online course as per Quality Matters HigherEducation Rubric4. These requirements once properly addressed in the syllabus, they satisfyseveral of the specific standards required by the rubric. For example, for QC course, under‘Learner Support’ label, computer with mic and headphone, internet access, calculator, internetbrowser, and word processing program are listed as minimum technical requirement. Similarly,ability to use internet browser, download, save, open, and upload files, find, copy
anincreased course passing rate. Unsurprisingly, student perception ratings also increased.Table 5. Student Perceptions of Teaching Survey (SPOTs) for online course CGN2420Course S tructure Fall 16 Spring 17 Fal l 17 Spring 18 Fall 18 Spring 19 Fall 19 1 Description of course objectives and assignments 4.2 4.3 4.3 4.4 4.6 3.8 4.4 2 Expression of expectations for performance in this class 4.0 4.2 4.3 4.1 4.3 3.8 4.4 3 Description of grading policies in the course syllabus 4.2 3.6 4.3 4.3 4.5 3.9 4.5Learning S upport 4 Consistency in following the course syllabus
ManagementSystem (LMS), student assessment, project, course assessment and improvements, and studentfeedback.2. Course Format in the LMSThe online class is offered through the eLearning Black Board LMS. The course homepageincludes a link to the syllabus, a link to the schedule, the CLOs (even though they are alreadylisted in the syllabus), and locations on campus where computers are available. Since thishomepage is visited repeatedly by all the students, having this information here is a continuousreminder of these important items.A link is provided from the homepage to a discussion board, which includes three threads.Questions or remarks posed in the discussion board are visible and beneficial to all the class. Thefirst is “ask the professor,” where
evaluate innovativepedagogical approaches without rejecting the positive aspects of traditional skills andapproaches. In this effort remotely accessible experimental setups are being developed andimplemented. Tools such as podcasting, synchronous sessions, and threaded discussions are usedto further enhance students’ learning experience of online education without sacrificing thetraditional advantages of online learning which include the flexibility of taking courses anytime,independent of geographical boundaries.This paper summarizes the step-by-step approach that was adopted by SETM for the design,development, implementation, and assessment of our online engineering degree programs. Someof the various features that were used, such as online
pandemic. In March 2020, a “revised syllabus” circulated on theinternet, which provided the following five guiding principles for a term interrupted: 1. Nobody signed up for this 2. The humane option is the best option 3. We cannot just do the same thing online 4. We will foster intellectual nourishment, social connection, and personal accommodation 5. We will remain flexible and adjust to the situation --Brandon L. Bayne, 2020 [2]The authors of this paper adopted these principles as they prepared for teaching in Spring 2020.Remote laboratory courses are challenging to design due to the hands-on activities typicallyutilized for in-person instruction. Furthermore, laboratory courses are vital to
need even more support would beextremely hard-pressed to succeed in a course like that.This is not how online courses at our institution run. To offer an online course here, coursefacilitators (professors) must: 1. Take a 5-week online Engineering and Facilitating Online Learning (EFOL) course teaching us how to design and facilitate an effective online course. 2. Begin to design our course with SMART [6] (Specific, Measurable, Achievable, Relevant, Time-bound) Learning Outcomes (LO’s), a solid course map, a useful syllabus, and sample assessments and rubrics, all of which the EFOL course teaches. Taking the EFOL course, professors experience what it is to be a student in an online course. We learn how
Paper ID #37110Reflecting while doing: Integrating active learning andmetacognitive activities in a fully online thermodynamicscourseAndrea Gregg (Director of Online Pedagogy) Director of Online Pedagogy and Assistant Teaching ProfessorJacqueline O'connor © American Society for Engineering Education, 2022 Powered by www.slayte.com Reflecting while doing: Integrating active learning and metacognitive activities in a fully online thermodynamics course IntroductionIn this paper we
? Canvas 1. The syllabus section was used to post the syllabus of this course No and list all course assignments and online tests in a summary table. 2. The announcements section was used to post course announcements. 3. Pages were used to post course introduction and policies, institutional policies and resources, ARM and µVision IDE documents, example source code of ARMv7-M/ARMv8-M assembly programs, and PPT slides. These pages were organized into four modules. 4. Pages were used to post the links to pre-recorded lecture videos and the in-class notes for every
Powered by www.slayte.com Students Poor Exam Performance in an Engineering Course after Twenty Months of Online Instruction and Efforts to ImproveAbstractMany universities stopped face-to-face instruction in March 2020 due to the COVID-19 pandemicand forced courses to be online through the summer 2021. In the fall 2021, many students returnedto face-to-face instruction. After the two face-to-face exams, nearly 60% of the class was failinga heat transfer class that is significantly higher than pre-pandemic semesters. The instructor offeredto meet one-on-one with each student and two-thirds of the class did meet with the instructor. Theinstructor learned that many students (1) devoting less than 2 hours per week to the course
, Summer 2019 and Fall 2019To best review the degree of relationship between 15 aspects of students ‘perception vs students’performance, the authors used Pearson Test to review the correspondence for different students’perceptions and passing rate of the online courses. The 15 questions asked in the SPOTS are thefollowing: 1) Description of course objectives and assignments, 2) Expression of expectationsfor performance in this class, 3) Description of grading policies in the course syllabus, 4)Consistency in following the course syllabus, 5) Preparation for class, 6) Use and management ofclass time, 7) Knowledge of course content, 8) Communication of ideas and information, 9)Stimulation of interest in course, 10) Facilitation of learning, 11
% Figure 14 Figure 15Recommendations and ConclusionThe objective of this study was to create a standard online course design format that wouldsupport student learning and provide faculty members with a template to reduce design effortsand allow faculty members to focus on content as well as student interaction. Based on theresults of this study and the student survey, the course structure proved to be easily navigated bystudents ensuring that time was not wasted looking for required resources and assignments.Providing a defined starting point for students with set expectations using introductory materialand live orientation in addition to a standard syllabus is imperative if faculty members are to
interest in using the Internet to enhance the traditional engineeringand business courses. There are a number of advantages of Internet educational delivery systemsover the conventional approaches. Faculty members spend most of their time in front ofcomputers and rely on the electronic communication via Internet for their daily work. Manyfaculty members are also expanding their traditional delivery methods (e.g., lecture, laboratoryand face-to-face discussion) to include educational support options ranging from web-basedcourse supplement to the complete delivery of courses online. The choices that faculty mayconsider range from simply posting a syllabus or discussion board to creating web-based contentto enhance classroom instruction to exclusive
AC 2008-2025: TEACHING ENGINEERING ECONOMY ONLINE INCONSTRUCTION PROGRAMGabriel Alungbe, Morehead State UniversityJaby Mohammed, Morehead State UniversityYuqiu You, Morehead State University Page 13.1160.1© American Society for Engineering Education, 2008 Teaching Engineering Economy Online in Construction ProgramAbstractThe importance of Engineering Economy is very evident as more and more engineering andtechnology programs are offering it as a required course. The course is very important becausemost topics covered in it are used everyday in our both personal and professional endeavors.Although students have difficulties with the course when offered in the traditional
-through video clip (instructor’s video recording demonstrating howto work on the course), a link to an introductory activity (introduce yourself), and a link to asyllabus which contains a syllabus quiz. The syllabus quiz covers important points that studentsshould be informed before starting the course. With unlimited attempts, the completion of asyllabus quiz with 100% success releases the first learning module.Course EvaluationThe renovated course was offered first time during the fall 2011 and students were asked to Page 25.787.5participate in the study that reflects on their experience of the online course delivery. Ananonymous survey was
features that are useful for course management. The instructional teamhas used the online environment to provide students with up-to-date course information, anelectronic grade-book, animated presentation material, study guides, communication tools andlinks to evaluation instruments. Student access is password-protected for the course and sectionin which they are enrolled.One of the benefits in utilizing these tools is that students have to assume more responsibilityover their own progress. They can submit assignments, view their grades progressivelythroughout the quarter, check the daily syllabus, participate in a class calendar, and accessinformation about their instructional team. However, some of the pitfalls that exist are theamount of time
accreditation effort.QM Standards and Course Content DevelopmentThis course teaches database system design concepts followed by SQL queries. Theoreticaldatabase models were developed during the designing period. After practicing SQL querylanguage, students practice on developing a database on the server side. The server-sideprogramming language PHP is used to access the database producing a dynamic database drivenwebsite. Many practical skills are involved in the course project development. Delivering theskillset effectively over the online format poses challenges to the instructor.Before QM was applied, the course used traditional syllabus for online teaching which covers thefollowing contents: Instructor’s name, course offering date period, material
Quality Matters and OLC Pillars. Along with this, a best practice syllabus templatewas developed as well. These were endorsed by the faculty participating in an ad-hoc onlinesteering committee at the university. While not formally endorsed by faculty governance, thesedocuments have been provided to all instructors teaching online since that time and thoseinstructors have indicated that both documents are helpful resources.The best practices tool provides faculty with guidance on online delivery and setting up theircourse site. It focuses on eight areas designed for faculty to check when developing or updatingtheir online course. The areas are: 1. Course Organization and Introduction 2. Syllabus and Schedule 3. Learning Competencies
Session 3213 Use of Online Tools to Improve the Teaching of Graduate Courses in Chemical Engineering Dana E. Knox Otto H. York Department of Chemical Engineering New Jersey Institute of Technology Newark, NJ 07102AbstractModern conveniences abound in the world today. This is sometimes not evident in graduateclassrooms. While innovative teaching techniques are often discussed in regard to undergraduatecourses, they seem to be less frequently seen in graduate courses. This is
A New Online Laboratory-based Engineering Technology Course in Networks for the Industrial Environment Warren Rosen wrosen@ece.drexel.edu 575 A New Online Laboratory-based Engineering Technology Course in Networks for the Industrial EnvironmentAbstractThis paper describes the development of a new online graduate engineering technology course inadvanced networks for industrial environments. The course is intended to provide an in-depthoverview of high-performance wired and wireless networks for industrial control,communications, and computing. The emphasis is on understanding current and newly
students taking Engineering Exploration I fall into one of three categories:GE students who did not successfully pass the course in the fall, University Studies students (who areundecided about their majors), and transfer students. During the spring of 2003, approximately threehundred students were enrolled in Engineering Exploration I. Four professors taught the twelve sectionsthat were offered, each containing 28-32 students. Waldron and Lo each taught 4 sections whileRobinson and Gregg split the remaining sections. The twelve sections used a common syllabus, tookthe same online quizzes, and took the same exams. Although a course coordinator provided slides foreach lesson, each instructor was allowed to modify the slides to suit his needs. The
in online course CS102: Content: syllabus, lecture notes, lecture recordings, study guides, sample programs Assignments: labs, homework, tests/exams, surveys Announcements: deadline reminders, class news, internship/scholarship/workshop news Discussion Board & Emails: offline discussion with peers and the instructor Blackboard Collaborate: Virtual classroom for live lectures and student-instructor inter- action, virtual office hoursIn addition to the guided problem solving activities in PBL implementation, the following onlineengagement strategies were employed in CS102, including both passive and active categories: Passive category: reminders in announcement, email communication Active category
Engineering Education, 2006 Implementation of Virtual Study Group and Action Research in Online Construction Management CoursesAbstractDistance learning is now an alternative to traditional correspondence education method used inthe construction management courses to allow students more flexibility in their class and workschedules. But without meeting daily in classrooms, students do not have someone with whomto share impressions, problems, and projects around the studies, which can diminish the desirefor learning. To resolve the problem of lacking instant feedback from teaching staff or otherstudents, collaborative work and discussion are often encouraged in online-learning context. Forconstruction management courses
met once at the end of the semester to present the final design projects. An optional brief meeting at the beginning of the semester was also held to go over the Blackboard tutorial and course syllabus similar to the ones in the traditional format, as well as for testing purposes. Course materials in the form of lecture notes, text-based supplementary materials, discussion groups, and testing were offered through the Internet. The course used Blackboard as the course delivery platform. Test questions were drawn from the same test bank used for the traditional section. • Traditional section (Mixed Mode): A separate section of this course was offered using a mix of traditional and Online based delivery means
]. ▪ Data Analytics: science centered on data analysis to make conclusions about given information [17]. ▪ MATLAB: software used in the engineering field for calculations and simulations [4].The content related to the MOOC comprehends three main items. The first component isrepresented by the syllabus, the second item is linked to the course content and the third elementcovers the simulation results by using Python and MATLAB. For the syllabus it is relevant toinclude the following information: ▪ Course Title- Cybersecurity, State Estimation and Optimization in Electrical Microgrids. ▪ Course Modality- online MOOC ▪ Course description- the course covers the general analysis and some software applications associated with
the course content. Details ofcourse content will be discussed in the following section.Finally the course shell was assembled and finalized. The entire course shell was structured intothe following: Course Home; Project Documents (where all project related materials anddocuments are located); and Weeks 1 through 7.5. Under Course Home, course syllabus,instructor introductions, student introduction discussion board, course tour video, coursematerials, course schedule, teams, as well as hallway conversations discussion board (forstudents to ask and answer questions) are included.Course ContentCourse content for this online course will be introduced and described based on the followingcategories: teamwork, engineering design process, basic
learning objectives that werelisted in the course syllabus and summarized in Table 2. At a minimum, the CPS Assignment wasdesigned to satisfy Learning Objectives 1, 2 and 5. The assignment also satisfied some of theABET criterion required by program accreditation. Incidentally, the learning objectives were thesame for both the online and face-to-face courses.Table 2: (OLS 35000) Course Learning Objectives. This course satisfies ABET criterion c, e, g, h and j- The Course Objectives are: 1. List and explain 5 reasons why creative thinking and problem-solving are important in today’s global economy. (h, j) 2. Describe the 5 components of the Creative Problem Solving Process. (c, e) 3. Create a Mandala. (c, e, g) 4. List 5 major barriers to
and side-by-sidecomparisons are available in the literature and on the Web. Cal Poly Pomona has adopted WebCTas a campus supported course management system. This presentation will limit itself toexperiences with WebCT.Advantages of WebCT1. WebCT offers a lot of features that can be used to manage an on-line course. Some of these features include: • A public page to advertise the course or display course information • Instructors can structure their course in many ways. Assignments can be listed via syllabus, calendar, or assignment pages. • There are many communications options available for the instructor, students, and teams. Email, discussion boards, team work areas, white board