Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Rebeka Sultana, California State University, Long Beach

like in F2F classes. To engage students inthe class, Zooms’ Breakroom feature which is widely used in virtual classrooms was also usedduring the first couple of lectures. However, the tool was not used often later in the semester dueto time limit to complete the course content.ConclusionThe results indicate that students in virtual classroom does not vary than the F2F classroom.However, incorporating the following can enhance online teaching and learning among students.• In case of SO mode, to increase students’ interaction, some class time should be dedicated for problem solving in Zoom’s Breakrooms. To accommodate this dedicated time for students’ interactions and completion of the course syllabus, some lectures can be recorded

Collection

2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption"

Authors

Zhen Yu, California State Polytechnic University, Pomona; Menglai Yin, Cal Poly Pomona; Tim Lin

, such as the syllabus with week by week labs spelled out and parts listclearly. The lab rules and safety were also covered. b) Transitioning to Virtual LabTo move a lab course quickly online, Instructor designed the virtual mode of instruction of ECE2200L including three parts:• Teach the content at the beginning of the lab.• Use simulation tools (such as PSpice) to model each circuit.• Show the simulation results through sharing the screen.Instructor modified the previously planned labs associated with the simulation so that studentscan perform it at home. Instructor also prepared for each virtual lab a To-Do list that serves as avery good pre-lab for the students. The To-Do list helps the student to better meet their learningobjectives for