July 26, 2021
July 26, 2021
July 19, 2022
Design in Engineering Education
This work in progress paper aims to compare the student learning experiences before and after an innovative online platform was initiated. Computer-aided design (CAD) was the test case in this research paper. To ensure that the online platform provides the students with the same quality classes as the traditional classroom the course has to be structured to meet the quality standards. Quality matters at the University of Florida is the resource used to ensure that best practices in learning are being implemented. The elements of UF+QM Rubric matters rubric was used to provide the students with an effective learning experience. The various elements used were factors which focus on 1) Preparing for Success 2) Guiding Students and Their Learning & 3) Teaching Effectively Online The online platform used to deliver the course has been canvas. The course shell was modified from the previous semester (Summer 2020) to meet the elements of the UF+QM Rubric. To create an effective online platform (Fall 2020), it takes a lot of planning and innovative organization.
This work in progress will focus on the element of making Teaching Effectively Online and the measure the impact of this reformed creative platform on student engagement and student learning. The element was selected as new events led to Universities transitioning to online learning.
Apart from meeting the standards of the UF+QM Rubric, the course shell was organized in an innovative fashion to provide explicit directions, learning path & weekly directions to students. The objective of this paper is to compare the impact on the learning outcomes of the course before this transition and after this transition. The impact of this transition on student learning will be gauged by evaluating the overall performance of the course.
Jayasekaran, S. R. (2021, July), Discussing the Impact on Student Learning Experiences in a Renovated Technical Drawing (AutoCAD) Course Using an Online Delivery Format Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/36985
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