Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
Computers in Education
In the college of engineering at a Midwestern, research intensive institution, several engineering courses are taught synchronously at a distance in classrooms on two campuses that are 60 miles apart. With this distance comes the need for innovation to incorporate active learning in the classroom. Active learning has been shown to provide superior gains in student learning, when compared to the traditional lecture format. The incorporation of active learning at a distance, however, presents a new set of challenges entirely: how do you effectively engage students across multiple locations, at the same time, and when cohorts are physically remote from the instructor? The blended approach to learning provides one method to facilitate the design of a highly engaging, distance engineering classroom. This paper explores this project’s ability to involve students in highly interactive, effective in-class activities built upon a foundation of pre-class online activities. The interactive nature of both the in-class and online activities is facilitated by a suite of computer technology tools, which will also be described in this paper.
Blended learning is widely being experimented within STEM fields. However, little research has been done on the student perception in engineering fields, in particular electrical and computer engineering courses. Continuous improvement of teaching and learning methods that are grounded in evidence based instructional strategies are essential to the learning process (Barr & Tagg, 1995; Cerbin, 1994; Darling-Hammond, 2008; Johnson, Johnson, & Smith, 1998). Quantitatively, this study incorporates educational interventions with the aim of understanding the impact of the blended approach in a distance classroom on undergraduate students’ learning and performance in control concepts over the course of a semester. Qualitatively, this study furthers our understanding of electrical and computer engineering students’ perceptions of a distance synchronous blended classroom. Over the course of 3 years, a research instrument was used to collect data: a survey gathering student perceptions on the blended approach in general and as it relates to the distance synchronous component. Preliminary data analysis shows the impact of the blended design on classroom delivery and instruction and students’ perceptions of the course delivery.
Gilmore, A., & Daher, T., & Peteranetz, M. S. (2020, June), A Multi-year Case Study in Blended Design: Student Experiences in a Blended, Synchronous, Distance Controls Course Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34018
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