July 26, 2021
July 26, 2021
July 19, 2022
In the COVID-19 era, hybrid classes have become the norm. Even though online classes have been there for a while, a proper design of the engineering education courses to motivate the students to learn the material, keeping students’ attention span and excitement level intact has been a challenge for the instructors. To overcome this challenge and design a generic course structure that can be used for engineering as well as science courses, this research has produced the design of the course structure in the most convenient form. The present study of the hybrid course design structure will help in increasing the student attention span as well as help in motivating the students and keeping their excitement about the course content at high levels throughout the semester. To achieve this feat for a variety of engineering courses, the course structure was designed and implemented at Texas A&M University, and implemented and evaluated at Saint Ambrose University in form of student surveys. At Texas A&M University, courses of Thermodynamics, Fluid Mechanics and Strength of Materials were used to design the hybrid course structure. The course structure uses class lecture broken down into lecture, group problem-solving activity including breakout rooms on Zoom, a relevant video for a “hook” to show the concept with practical application and a one-minute paper in the end to answer any questions. The above-mentioned courses have hybrid labs which are live-streamed to encourage student learning and participation. At Saint Ambrose University, the Electronics course is designed as a flipped classroom hybrid course broken into modules. Students have pre- and post-class material to engage in where they earn engagement or participation points. The setup is very flexible, responsive to students, and easily switches to an online format if required. Before class, students begin engaging with the material by posting notes from reading, watching video lectures covering class content normally provided during class time, and reading quizzes. During class, students actively engage with the material through various activities such as worksheets and practice problems. After class, students can assess themselves with practice problems. Electronics also incorporates hybrid labs that aid students’ understanding of the course material. All this prepares students for instructor assessment through quizzes, exams, or other activities like a topic presentation. Both of these course structure designs are compatible with Face-To-Face instruction as well. These case studies will give the required insight into the teaching effectiveness of the designed structure used during the semester.
Arshad, M., & Romatoski, R. R. (2021, July), Effective Learning Strategies: Design of Course Structure for Engineering Courses Aimed for Hybrid Classes Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37009
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