Can Soil Mechanics laboratory courses use tools and lessons from online learning to enhance in-person laboratory experiences?

Meredith Kirkmann; Rachel Mosier

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Construction Engineering Division Technical Session 4
Page Count: 12
DOI: 10.18260/1-2--40461
Permanent URL: https://peer.asee.org/40461
Download Count: 283

Paper Authors

biography

Meredith Kirkmann University of Maine

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Assistant Professor of Contstruction Engineering Technology at the University of Maine. Meredith was a Senior Project Manager in the Highway Department at the MaineDOT before joining UMaine, and is a geotechnical engineer.

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biography

Rachel Mosier Oklahoma State University

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Rachel Mosier is an Associate Professor at Oklahoma State University and a licensed as a professional engineer in Construction Engineering with 7 years experience as a structural engineer. Mosier worked 6 years in municipal government public works. Mosier researches infrastructure specifically focused on sustainable infrastructure and its cost. Other research interests include engineering education topics.
She has been a member of ASEE since 2015 and is currently serving as Program Chair of the Architectural Engineering Division and is the Construction Division Chair.

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Abstract

During and immediately after the Covid-19 pandemic, faculty and students were pushed into online learning resources in ways that were not previously encountered. Faculty identified methods to produce laboratory exercises through distance learning, and these tools are still available as universities return to in-person classes. In our in-person soil mechanics laboratory courses, faculty are now using these previously developed online learning resources to supplement and enhance our traditional hands-on laboratory exercise. In order to determine how these new tools affect learning, an anonymous survey instrument was developed. Existing analytical data from Learning Management Systems (LMS) and grades were used to determine how student learning has changed. This research focuses on soils mechanics laboratory exercises which are traditionally considered difficult to execute online. The survey instrument collects demographic information specifically inquiring about representation from historically marginalized groups in order to study whether instructional changes equitably impact these groups. In addition, respondents are asked for their perceptions of online, flipped, and in-person course delivery methods. A more specific question asks about internet connectivity which can correlate with financial status or location, and can impact how these instructional changes affect students. The survey inquires about student experience with online laboratory exercises, especially in soils mechanics. Since returning to in-person classes, student perceptions of online courses have evolved. Students report that online content has many positives, like watching videos multiple times or at their own pace. Conversely, students have repeatedly stated a strong preference to in-person delivery of content.

Students have adapted to post-pandemic changes, specifically the availability of online course content and appreciate the opportunities to use video content as a supplement to other more traditional tools. Anecdotally, faculty have found that student interactions with pre-recorded lab videos have increased their depth of understanding of soil lab testing and soil mechanics properties. Faculty have also observed students investing more time outside of class, using the videos to inform questions asked in class and office hours.

Citation
Format

Kirkmann, M., & Mosier, R. (2022, August), Can Soil Mechanics laboratory courses use tools and lessons from online learning to enhance in-person laboratory experiences? Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40461

TY - CPAPER
AB - During and immediately after the Covid-19 pandemic, faculty and students were pushed into online learning resources in ways that were not previously encountered. Faculty identified methods to produce laboratory exercises through distance learning, and these tools are still available as universities return to in-person classes. In our in-person soil mechanics laboratory courses, faculty are now using these previously developed online learning resources to supplement and enhance our traditional hands-on laboratory exercise. In order to determine how these new tools affect learning, an anonymous survey instrument was developed. Existing analytical data from Learning Management Systems (LMS) and grades were used to determine how student learning has changed. This research focuses on soils mechanics laboratory exercises which are traditionally considered difficult to execute online.

The survey instrument collects demographic information specifically inquiring about representation from historically marginalized groups in order to study whether instructional changes equitably impact these groups. In addition, respondents are asked for their perceptions of online, flipped, and in-person course delivery methods. A more specific question asks about internet connectivity which can correlate with financial status or location, and can impact how these instructional changes affect students. The survey inquires about student experience with online laboratory exercises, especially in soils mechanics. Since returning to in-person classes, student perceptions of online courses have evolved. Students report that online content has many positives, like watching videos multiple times or at their own pace. Conversely, students have repeatedly stated a strong preference to in-person delivery of content.

Students have adapted to post-pandemic changes, specifically the availability of online course content and appreciate the opportunities to use video content as a supplement to other more traditional tools. Anecdotally, faculty have found that student interactions with pre-recorded lab videos have increased their depth of understanding of soil lab testing and soil mechanics properties. Faculty have also observed students investing more time outside of class, using the videos to inform questions asked in class and office hours.

AU - Meredith Kirkmann
AU - Rachel Mosier
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Can Soil Mechanics laboratory courses use tools and lessons from online learning to enhance in-person laboratory experiences?
UR - https://peer.asee.org/40461
DO - 10.18260/1-2--40461
ER -