Dallal, A., & Zaghloul, M., & Hassan, A. (2022, August), Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40730

\bibitem{asee_peer_40730}
  Dallal, A., \& Zaghloul, M., \& Hassan, A. (2022, August), \emph{Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40730

Ahmed Dallal, Mohamed Zaghloul, and Amr Hassan.  "Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40730 Internet.  04 May, 2024

\bibitem{asee_peer_40730}
  Ahmed Dallal, Mohamed Zaghloul, and Amr Hassan.
  "Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40730 Internet.  04 May, 2024

@INPROCEEDINGS{asee_peer_40730
author = "Ahmed Dallal, Mohamed Zaghloul, and Amr Hassan"
title = "Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40730}
number = {10.18260/1-2--40730}
}

TY  - CPAPER
AB  - To mitigate the spread of COVID-19, universities transition to remote instructions. However, this new mode of instruction introduced challenges to instructors and students regarding lecture delivery methods and class interactivity. Research conducted before the pandemic showed that active learning efficiently increases student learning, engagement, and interest in the topics being taught. Thus, it seems that active learning could remedy the concerns related to class interactions in remote classrooms. However, there is a lack of research on the effectiveness of active learning in remote class setups. This study investigates the effectiveness of active learning techniques in enhancing student performance and attendance rates in remote electrical and computer engineering courses with a lab section. For the stated objective, the study considers two classes covering electronic circuit design and feedback control over the summer semester of 2021. To study the effect of active learning on students' performance, we used only a few active learning exercises during the first half of the semester. In contrast, more involved active learning approaches were adopted during the second half of the semester. Thus, we could compare the students' performance in the modules with few active learning in the first half of the semester vs. their performance in the modules where more active learning exercises were used during the second half of the semester. To quantitatively measure the effectiveness of the adopted active learning approaches, we compared the lab, homework, quizzes, and test scores from the modules studied in the first half of the semester to those from the second half of the semester where more involved approaches were used. The analysis showed a slight enhancement in the students' scores in the modules with active learning exercises. Besides the exam scores, we used online surveys to gather the students' perceptions of active learning. Content analyses of survey responses suggest that active learning in a remote setup is well perceived and helps the class attendance rate, despite some logistic challenges with the hardware lab component.
AU  - Ahmed Dallal
AU  - Mohamed Zaghloul
AU  - Amr Hassan
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Effect of Active Learning on Students' Performance in Remote ECE Classes with Lab Sections
UR  - https://peer.asee.org/40730
DO  - 10.18260/1-2--40730
ER  -