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Creating ACTIVE Learning in an Online Environment

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Faculty Development 4: COVID-19's Impact on Students

Tagged Division

Faculty Development Division

Page Count

11

DOI

10.18260/1-2--36870

Permanent URL

https://peer.asee.org/36870

Download Count

45

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Paper Authors

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Katie LeAnne Basinger University of Florida

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Lecturer and Undergraduate Program Coordinator at The University of Florida, in Industrial and Systems Engineering. I currently teach a large service course (Engineering Economy) as well as the capstone course for the Industrial and Systems Engineering Department. My research is focused on practical applications of active and supplemental learning techniques for Generation Z students. I am highly involved with the development and modernization of the industrial engineering curriculum and coursework.

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Diego Alvarado University of Florida

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Ariana Virginia Ortega

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Daniel G Hartless University of Florida

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Behshad Lahijanian University of Florida

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Behshad Lahijanian is a Ph.D. candidate in the Department of Industrial and Systems Engineering at the University of Florida. She earned her B.S and M.E. in Industrial and Systems Engineering from Amirkabir University of Technology. Her research interests are in the simulation, stochastic optimization, and machine learning applied to healthcare systems engineering. Her engineering education research goal is to develop new techniques of active learning into engineering courses to better fit the needs of Generation Z engineering students.

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Michelle M. Alvarado University of Florida Orcid 16x16 orcid.org/0000-0001-9649-214X

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Abstract

Generation-Z (Gen-Z) students represent the majority of students in higher education courses today. They are digital natives who are efficient multi-taskers across multiple devices. Gen-Z’s consistent exposure to multiple incoming channels presents new challenges and opportunities for course delivery. Gen-Z students crave multiple learning opportunities and often turn to outside video resources for education and entertainment. Flipped classrooms and asynchronous learning utilize recorded videos, which are often well-received by Gen-Z. However, previous studies have shown that passive learning videos with stagnant quizzes do not affect learning outcomes or change students’ perception of learning. Consequently, we conduct a systematic investigation of video platforms that enable active learning interventions with clickable content and exercises to provide real-time feedback to students during virtual video lectures. We investigated several platforms to measure their aptitude for offering active learning opportunities. We developed a comparison using a preference matrix with four main criteria: cost, interactivity, learning management system (LMS) integration, and data analytics. Additionally, we awarded bonus points to platforms that offered extra features outside of the main requirements (e.g., discussion threads within the video). We explored 53 highly-ranked and popular video platforms websites and participated in interactive demos for the top 11 contenders. This paper highlights the pros/cons and capabilities of the platforms for providing active learning opportunities. Online material development is more critical than ever as instructors at all levels of education are now creating online material due to the COVID-19 global pandemic. We anticipate that many instructors will continue to use variations of the online delivery methods after the pandemic.

Basinger, K. L., & Alvarado, D., & Ortega, A. V., & Hartless, D. G., & Lahijanian, B., & Alvarado, M. M. (2021, July), Creating ACTIVE Learning in an Online Environment Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36870

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