Mulay, T., & Khalafalla, M., & Li,, C., & Regalado, D. K., & Shadravan, B. (2023, June), Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43239

\bibitem{asee_peer_43239}
  Mulay, T., \& Khalafalla, M., \& Li,, C., \& Regalado, D. K., \& Shadravan, B. (2023, June), \emph{Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43239

Tejal Mulay, Mohamed Khalafalla, Chao Li, P.E., Doreen Kobelo Regalado, and Behnam Shadravan.  "Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43239 Internet.  20 May, 2024

\bibitem{asee_peer_43239}
  Tejal Mulay, Mohamed Khalafalla, Chao Li, P.E., Doreen Kobelo Regalado, and Behnam Shadravan.
  "Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43239 Internet.  20 May, 2024

@INPROCEEDINGS{asee_peer_43239
author = "Tejal Mulay, Mohamed Khalafalla, Chao Li, P.E., Doreen Kobelo Regalado, and Behnam Shadravan"
title = "Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43239}
number = {10.18260/1-2--43239}
}

TY  - CPAPER
AB  - Until 2019, many students enrolled in online courses for advantages such as flexibility and financial benefits. Research shows that online students made up 32% of the total enrollment in 2013. The number continued to grow for many majors; however, previous research does not investigate online learning for laboratory-based engineering courses and its effect on minority students. When the US declared COVID-19 as a pandemic in the spring of 2020, many universities in Florida suspended their in-person classes and shifted to online modality. This sudden shift happened in the middle of the semester, affecting students' educational experience and academic performance. This paper investigates the effects of distance learning on the academic performance of African American minority students' population for lecture and laboratory courses in the Electronic Engineering Technology (EET) and Construction Engineering Technology (CET) programs at Florida A&M University.
This paper compares students' success in two courses (one lecture and one laboratory) from each major taught over two different modalities: distance learning and in-person learning over three academic terms. The courses selected are Introduction to Robotics and Introduction to Robotics laboratory for EET and Strength of Materials and laboratory for CET. A total of 49 students (22 from EET and 27 from CET) academic performances were measured in those two courses. The effects of student background variables (race, financial background, ease of using, and availability of the internet) and course-related variables (difficulty level of the course, available course-related resources on Canvas, lab-based vs. lecture-based course) on student success were explored through student surveys. To measure students' performance, the academic grades they received in the courses were used. To assess student satisfaction with each course, students had to take surveys. The results indicated that, for lecture-based courses, the performance remained almost similar for both modalities; for laboratory courses, student performance and satisfaction were low for the distance learning modality. Both results indicated that students needed at least some personal interaction for laboratory-based courses to understand and perform the labs. These results provided the Engineering Technology program insights into how laboratory experiments can be more effectively delivered to minority students in distance learning.  

AU  - Tejal Mulay
AU  - Mohamed Khalafalla
AU  - Chao Li, P.E.
AU  - Doreen Kobelo Regalado
AU  - Behnam Shadravan
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Effects of Distance Learning on African-American Students in Engineering Technology Courses During COVID-19 Pandemic
UR  - https://peer.asee.org/43239
DO  - 10.18260/1-2--43239
ER  -