be based on unproctored quizzes(one per week) and an unproctored Final Exam. Although numerous online proctoring servicesare available, they require participants to pay an additional fee and it was decided to forego thisextra feature for the first offering of the MOOC. Additional information about the course can befound in the course syllabus in Appendix A.The lead author was given two units of release time (from a 12-unit teaching load) to develop theMOOC website and recruit participants during Winter Quarter 2014. During the enrollmentperiod, which began on January 20, 2014, participants were able to self-enroll in the coursethrough CourseSites and were recruited through various means including:• A story about the MOOC was featured on the
AC 2009-2195: DEVELOPING A STANDARD STUDENT INTERFACE FORONLINE COURSES THROUGH USABILITY STUDIESRenee Butler, Southern Polytechnic State UniversityChristina Scherrer, Southern Polytechnic State University Page 14.445.1© American Society for Engineering Education, 2009 Developing a Standard Student Interface for Online Courses through Usability StudiesAbstract – In recent years there has been significant growth in the popularity and offering ofonline education. Due to limited availability of instructional designers and developmentresources, faculty are often called upon to develop the content, learning strategies, and userinterface for online
CD. Instructors use various approachesfor providing course content. The course material can consist of a course syllabus and/ora getting started overview, posted in-class presentation slides, lecture notes, recordedaudio based lectures, assignment descriptions, textbooks, articles, links and additionalresources and supplemental material.The learner-instructor interaction, the dialog and feedback between the learner andinstructor, is implemented through many mechanisms. During the online course, theinstructor proactively interacts with the students in a variety of ways, depending on thestyle and preferences of the instructor, as well as the nature of the course content.Instructors use a combination of weekly online discussions, e-mail, web
best practices in the classroom. The responsesfrom public 2-year educational institutions in North Carolina had three major areas of using bestpractices and they were: timely feedback, 74.1%; supporting students through onlinecommunication, 66.7%; and using discussion boards to facilitate interaction, 63.0%.Respondents also rated highly using online assessment tools (e.g. quizzes), 55.6%; setting rulesor a friendly online environment, 55.6%; providing introduction activities, 55.6%; and providingdetailed syllabus information (e.g. learning modules), 59.3.The responses from the public 4-year educational institutions in North Carolina had similarresponses with use of the following best practices in their online courses: timely feedback,75.0
AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE INCONSTRUCTION ESTIMATINGZhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering at North Dakota State University. He can be reached at the Department of Construction Management & Engineering, P.O. Box 6050, Dept 2475 Fargo, ND 58108-6050, 701-231-8857, jerry.gao@ndsu.edu.Zhi GE, North Dakota State University Dr. Ge is an Assistant Professor of Construction Management & Engineering at North Dakota State University. He can be reached at the Department of Construction Management & Engineering, P.O. Box 6050, Dept 2475 Fargo, ND 58108-6050, 701
Thermodynamics CourseAbstractCan online labs improve student learning in comparison to hands-on labs? Do they have space inour curriculum for online and in-person lab offerings? Can some of the lessons learned apply toin-person lab offerings? Can online labs improve the sense of inclusion and belonging?These questions are addressed in the paper. The paper describes the five labs conducted 100%online in a 3rd-year Introduction to Thermodynamics course in a mid-size comprehensiveuniversity’s mechanical engineering program. The course comprises 200 minutes of lectures and125 minutes of labs per week in a 10-week term. The lectures are offered in a flipped format;lectures are pre-recorded, and class periods are used for problem-solving and
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
malware trafficIn a F2F class to be converted, if an in-person approach was used to achieve a particular learningoutcome, we would search for an alternative, online approach. For example, many labsperformed on computers in a physical computer room may be moved to virtual labs online usinga decentralized approach or centralized cloud approaches. More details will be discussed insection 3.5.In another example, in-class student presentations were integral part of some F2F courses. Afterclasses are moved online, students now create presentations using software (Mediasite Mosaic)on their own computers and upload videos to the University Mediasite server for peer review.If no learning outcomes are clearly defined in the syllabus, it is a good idea to
% Weekly Quizzes (7) 35% Quizzes (3) 15% Simulation Labs (5) 22% Simulation Labs (5) 15% Hardware Labs (5) 22% Hardware Labs (5) 20% Final Exam 20% Midterm Exam 20% Final Exam 20% Total 100% Total 100%In the online version, a syllabus quiz is used to make sure students understand the expectation ofthe class. Instead of giving homework assignments, the online course uses weekly quizzes tohold students accountable. All quizzes are multiple choice questions and are auto-graded. Thisensures prompt
blocks, attributes, and external referencesPart 3: Isometric drawing and three-dimensional modeling • Isometric drawing • Wireframe models • Surface models • Solid modelsMIT3301 course has the following course management modules in the WebCT system. • Course syllabus and information • Calendar, tips and grade book • Lecture materials and extra study materials • Tests, labs, practice quizzes, and homework • Discussions, chat and e-mail • SupplementsThis course has been successfully delivered as a hybrid engineering course before its onlineoffer. Based on the students’ interest, MIT3301 has been scheduled fully online since thesummer semester of 2005. There were twelve undergraduate students registered in
education, and preparing graduate students as future change leaders within the academy. © American Society for Engineering Education, 2022 Powered by www.slayte.com Redesigning to Foster Community in an Online Introductory Chemical Engineering CourseAbstractIn response to COVID-19, we redesigned our introductory chemical engineering course to fit ourstudents’ current learning context. This adapted course for 30 sophomores and juniors not onlyhad to address our students’ academic and curricular requirements, but also meet their social andcommunity needs. As an entry point into the discipline–and the very first engineering class ourstudents would
already has issued specific statements about zero tolerance for harassmentfor you to include in your syllabus. The Quality MattersTM Higher Education Rubric SixthEdition Specific Review Standard 1.4 requires course/institutional policies be communicated to . Check with your faculty handbook forstudents, or the provision of a link to the current policy [6]these. In addition to the “canned” university statement, it is wise to remind students how easilytone can be misread online and in emails. Emphasize that it is important we all give each otherthe benefit of the doubt when reading online dialogue, while assuring the students that you canand will step in if discussions become
time management are course calendars and having all the course requirements spelled out at the beginning of the course (as in a syllabus document, perhaps). There were no course features that the students were queried about that were little used that were also perceived as very beneficial to time management.Using the same techniques, a Benefit Factor was determined for four course policies todetermine their perceived benefit to time management. Results are presented in Table 6. Page 24.372.10Table 6: Course Policies Ranked by BenefitReview of the summarized course policies data reveals the following. The policy perceived to
Session 1658 Experiences in Teaching an Online Course in Information Technology Scott F. Midkiff, Luiz A. DaSilva, William O. Plymale Virginia Polytechnic Institute and State University Blacksburg, Virginia 24061 USAAbstractVirginia Tech initiated a Master of Information Technology degree program in Fall 1998 andbegan online delivery of the program in Fall 2000. One of the first of three online coursesoffered in Fall 2000 was “Fundamentals of Computer Systems” which was developed and taughtby the authors of this paper. The
delivery during the pandemic.2. Online Course OrganizationThe online version of the introduction to mechanical engineering class is offered through theeLearning Black Board learning management system similarly to a previously designed onlinecomputer-aided design course [6]. The top of the course’s homepage, shown in Fig. 1, includes alink to the course syllabus. Immediately below that link is a schedule for the entire semester asalso shown in Fig. 1. The schedule is pasted directly on the homepage and “strikethrough” is usedfor the contents of the past weeks as a quick reference for students. The screen print, shown in Fig.1, indicates that it was taken during Week 9 because all entries in the schedule, up to Week 9 havethe “strikethrough
to DavidPengelley. Our main contribution is the development of a teaching strategy for managing classtime in synchronous online courses, which have surged in number in the wake of the coronaviruspandemic. Among our findings are that Pengelley’s method is particularly simple to implementin online courses and is a significant improvement over online lectures.IntroductionIn the wake of university lockdowns put into effect in March 2020 due to the coronaviruspandemic, thousands of instructors in the United States and throughout the world have beenforced to teach their courses online. On the one hand, this has posed myriad challenges forinstructors, many of whom have no prior experience with online teaching. On the other hand, webelieve it is a
Paper ID #20333Building an Effective Online Thermodynamics Course for UndergraduateEngineering StudentsDr. Dazhi Yang, Boise State University Dazhi Yang is an Associate Professor in the Educational Technology Department at Boise State University. Her research lies at the intersection of STEM education and technology supported learning. Her current research focuses on integrating computational thinking in STEM education, instructional strategies and online course design for STEM; instructional strategies for teaching difficult and complex science and engineering concepts. Dr. Yang teaches classes in quantitative and
. The schedule included the dates and times for: • Attending the mandatory on-line classes • Optional on-line office hours • Homework assignments • Online quizzes and exams • Threaded discussion assignments.Online ClassesInstead of face-to-face classes, students were required to attend synchronous on-lineWebcasts one day per week. Course materials, such as the syllabus, schedule,PowerPoint notes, handouts, etc., were stored on WebCT. Students downloaded the Page 10.11.3PowerPoint notes and handouts prior to class. The classes were taught using PowerPoint Proceedings of the 2005 American Society for Engineering Education Annual
Session 2247 Developing Web-Based Courses Using an Online Development Guide and Templates James A. Rehg Penn State AltoonaAbstractThe impact of the web on engineering and engineering technology education is difficult topredict, but it is safe to say that instructional delivery will change as a result of Internettechnology. This paper describes how a traditional engineering technology course can beconverted to web delivery using fourteen prepared HTML templates. Seven of the templates usestandard HTML scripts, and seven use some advanced
aquiz and have to complete it within the specified time limit.The course format is as follows1: • The online-based course is offered almost exclusively on the web. The class meets once at the end of the semester to present the final design projects. An optional brief meeting at the beginning of the semester is 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 are offered through the Internet. Blackboard is used as the course delivery platform. • The online-based course is composed of
stated that the technology isjust a vehicle. Various forms of web-based assessment methods do raise relevant issuessuch as access, rights, security, scheduling, delivery and some difficult issues such asstudent identity validation, performance certification, and academic integrity for university-level courses taught online for credit. Driscoll (1999) suggested a needs-assessment with themes related to how peoplelearn on the web and noted the following: (1) the importance of the systemic design of theinstruction model, (2) the centrality of self-directed learning, (3) the strong relationshipbetween educational themes, and (4) the identification of distinct kinds of web-basedtraining. Web-based instruction raises questions on the
Paper ID #7674Student Engagement Strategies in One Online Engineering and TechnologyCourseDr. Julie M Little-Wiles, Purdue School of Engineering and Technology, IUPUI Dr. Julie Little-Wiles is a Visiting Lecturer in the Department of Technology Leadership and Communi- cation in the School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI) where she teaches courses in Leadership Philosophy, Leadership Theory, Ethics and International Management.Prof. Patricia Fox, Indiana University Purdue University, Indianapolis Patricia Fox is Associate Chair of the Department of Technology
Online Course and Program Assessment Strategies Leading to Effective Continuous ImprovementAbstractDue to the COVID-19 pandemic, many universities quickly adapted by switching learning,teaching, and assessment activities from face-to-face to an online environment to enforce socialdistancing. Faculty had to develop new ways of presenting course content, engaging withstudents, and providing academic support. Concurrently, administrators had to ensure thataccredited programs remain in compliance with their accreditation criteria and policies while inan online teaching/learning environment. As faculty adapted their mode of instruction, they weretasked with ensuring that course learning activities and assessments remain
for technology tools used in the course, and a direct link to thefirst online interaction - an introduction discussion and syllabus acknowledgement.For the course at large, the group started with the identified lecture presentations that would needto be recorded. The campus is very fortunate to have several green screen studios and after theinitial orientation, a standing appointment was scheduled where the professor could go in andrecord with the media specialist. The files would then be sent to GOEE’s audio-visual specialistwho would composite the presentation feed with the actual image of the professor. An exampleis shown in Figure 1.Figure 1. Composite of instructor presentation and instructor lecturingThe instructional designer could
design courses. He has conducted research, with peer-reviewed publications, in biomedical engineering in the areas of biomechanics, bioelectricity, and biomedical imaging, since 1992. Other research interests include renewable energy, optical fiber communications, and project-based multidisciplinary and interdisciplinary education. Page 22.912.1 c American Society for Engineering Education, 2011 Integrating Online Learning in Interdisciplinary Electromechanical and Electromechanical/Biomedical Design Courses AbstractThe following paper
archived lecture slides. However,general course information and policies, updates to syllabus, design project testing results andhomework assignments were also provided through the site.Access to online office hours was offered, through the virtual classroom facility of CourseInfo,during the regular class meeting time for the days when online lectures replaced the live lectures.Students were encouraged to view the lectures during the regular class time, and ask questions inreal-time, online. Unfortunately, this method was not widely adopted by the students, as reflectedin the survey results, for two reasons. First, the instructor did not offer this option until the thirdof the taped lectures, and many students had already become comfortable
2016 ASEE Rocky Mountain Section Conference Flipped Classroom Method in Teaching “Introduction to Engineering” Course Online Dr. Jing Guo and Dr. John Santiago Colorado Technical University (CTU), College of EngineeringAbstractThis paper presents a flipped classroom method used in developing and delivering an onlinecourse entitled, “Introduction to Engineering”. The course includes a combination of mini-lectures and labs. Two one-hour chat sessions held synchronously are used where: (1) instructorsneed to hold one chat session for answering the mini-video lectures, reading material andproblem sets, (2) and another hour for
Paper ID #34860Re-designing a Large Enrollment Online Course Using a Learner-CenteredApproachDr. John Alexander Mendoza-Garcia, University of Florida John Mendoza Garcia is an Instructional Assistant Professor in the Department of Engineering Education in the Herbert Wertheim College of Engineering at the University of Florida. He received his Ph.D. in Engineering Education at Purdue University, and his Master’s and a Bachelor’s in Systems and Comput- ing Engineering from Universidad de Los Andes, in Colombia, and Universidad Nacional de Colombia respectively. He teaches professional skills like systems thinking, design
like syllabus,announcements was retained because administrators and department heads were interested inknowing when these items were posted in the course. The institution adopted specificinformation and requirements to be included in all syllabi. New information included equipmentnecessary for remote instruction while some requirements were that students will keep theircameras on.4. Near-term ImpactsBoth mentors and mentees were surveyed in their usage of the QM dashboard, and surveyanalysis is ongoing. Mentors who underwent QM training agree that the QM dashboard is useful,and they will use it to guide their own online course design efforts. Mentors and mentees alikeappreciated that the tool was visual and allows for immediate recognition of
Outcomes vs. ABET Criteria Course Material Website Course Objectives/ Course Grids Syllabus Catalog Description Course Website Home Page Lectures Handouts Assignments Projects ExamsFig. 3 – Structure of the Assessment Website Page 9.173.8 “Proceedings of the 2004 American Society for