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Evaluation of Techniques for Eliciting Online Interaction in Systems Engineering Courses

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Systems Engineering Pedagogy

Tagged Division

Systems Engineering

Tagged Topic

Diversity

Page Count

8

DOI

10.18260/p.26789

Permanent URL

https://peer.asee.org/26789

Download Count

217

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Paper Authors

biography

Thomas H. Bradley Colorado State University

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Thomas H. Bradley is an Associate Professor of Mechanical Engineering, and Associate Director of the Systems Engineering Program in the College of Engineering at Colorado State University. Bradley teaches and conducts research in system engineering, automotive engineering, and sustainable energy systems. In 2013, Bradley was awarded the Ralph R. Teetor Award for Excellence in Engineering Education.

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Abstract

For this study, we ask the question: what circumstances lead to synchronous student interaction in these synchronous online sections of the courses? Observations suggest that formative assessment question and answers, class structure, and technological capabilities can play a role in determining the level of classroom interaction, but these effects have not been quantified to date. In this study, we gather quantitative data on online-student to instructor real-time interactions using the archived recordings of 6 Systems Engineering courses offered in Fall 2015. The presence and participation of the students, and the types of successful interaction elicitation techniques are described for this dataset. The challenges and opportunities of instructing synchronous sections of systems engineering courses are discussed. Results may be used to develop best practices for instructors of Systems Engineering online coursework.

Bradley, T. H. (2016, June), Evaluation of Techniques for Eliciting Online Interaction in Systems Engineering Courses Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26789

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