July 26, 2021
July 26, 2021
July 19, 2022
Electrical and Computer
Like most other universities in the United States, classes and labs at University X went fully virtual after Spring Break in March 2020 as a result of the Coronavirus (COVID-19) pandemic. Prior to this event, all classes were taught in face-to-face synchronous mode. At the end of the semester, we administered a survey to students in the School of Y asking for feedback on their remote learning experience. In addition to questions on student demography and overall numerical ratings, specific feedback was sought using the following questions: • What elements of remote delivery were effective/not effective? • Do you have any specific suggestions for improving delivery of course or lab content in remote environments? • What elements of the remote environment made it easy to learn/difficult to learn? • Do you have any specific suggestions that could improve students' ability to learn in remote environments? • What elements of the remote environment made it easy/difficult to complete your work? • Do you have any specific suggestions for things that could make it easier for students to complete their work in remote environments? • Top three factors that affected your learning negatively/positively We received approximately 50 responses that included over 400 individual comments. Student demographic data indicated that responses received from all undergraduate years, although most respondents were in their senior year. Comments were analyzed by coding into categories following the ASCE ExCEEd Teaching model. These codings were compiled manually using a spreadsheet and also categorized using MAXQDA qualitative data analysis software, then compared for consistency. Students’ comments predominantly addressed appropriate use of technology, student engagement in the class or lab, and structured organization of the material and activities presented synchronously and asynchronously. Findings of the survey informed teaching practice in Fall 2020.
Survey results, the analysis approach used, and observations are presented in the paper. The most important take-away from this survey was that students prefer live classes with recorded lectures for later use together with ample opportunity for office hours and contact and communication with faculty and their fellow students.
Hutley, R., & Khoie, R., & Saviz, C. M., & Doherty, M. (2021, July), Effectiveness of Remote Learning During the COVID-19 Pandemic in Spring 2020: A Survey of Engineering and Computer Science Students Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37012
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2021 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015