Andrade, B. C., & Pakala, K., & Bairaktarova, D., & Hagemeier, D., & Subbaraman, H. (2020, June), Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34664

\bibitem{asee_peer_34664}
  Andrade, B. C., \& Pakala, K., \& Bairaktarova, D., \& Hagemeier, D., \& Subbaraman, H. (2020, June), \emph{Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34664

Brooke-Lynn Caprice Andrade, Krishna Pakala, Diana Bairaktarova, Douglas Hagemeier, and Harish Subbaraman.  "Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34664 Internet.  24 Apr, 2024

\bibitem{asee_peer_34664}
  Brooke-Lynn Caprice Andrade, Krishna Pakala, Diana Bairaktarova, Douglas Hagemeier, and Harish Subbaraman.
  "Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34664 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_34664
author = "Brooke-Lynn Caprice Andrade, Krishna Pakala, Diana Bairaktarova, Douglas Hagemeier, and Harish Subbaraman"
title = "Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34664}
number = {10.18260/1-2--34664}
}

TY  - CPAPER
AB  - Instructor-student interaction is an important element of a course design, but office hours can be challenging to attend based on students’ commitments. They have time and space limitations that prevent students from getting the help they need and often garner poor attendance. Virtual office hours can address issues related to low attendance and provide a low stakes environment where unhindered learning can happen. Virtual office hours are flexible, yield productive interactions, and all enrolled students can participate. This study reports on three engineering instructors’ perspectives on the efficacy of virtual office hours compared to the traditional face-to-face interactions with the confines of an office room. These classes ranged from sophomore to junior level covering two classes in mechanical engineering and one in electrical and computer engineering, taught over a period of at least a semester and impacting about 150 students across these disciplines. These sessions were held in the evening, twice a week. Information on the logistics of the implementation of the virtual office hours and key details, such as how instructors selected the best time for these sessions, content presentation, and the type of interactions that occurred during the virtual office hours are discussed in this paper. This study’s goals were to find out how virtual office hours impacted engineering student’s learning, whether such an exercise is an efficient use of the students’ and the instructor’s time, and the differences between traditional and virtual office hours. The instructors’ perspectives were gathered via interview after implementing virtual office hours for at least a semester. Analysis of the interviews concluded that the implementation of virtual office hours was mutually beneficial to both the instructors and the students.
AU  - Brooke-Lynn Caprice Andrade
AU  - Krishna Pakala
AU  - Diana Bairaktarova
AU  - Douglas Hagemeier
AU  - Harish Subbaraman
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Faculty Perspectives on the Impact of Virtual Office Hours in Engineering Courses
UR  - https://peer.asee.org/34664
DO  - 10.18260/1-2--34664
ER  -