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High School Students' Perspective of Active Learning in a Remote Classroom (Fundamental).

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Pre-College Engineering Education Division Technical Session 10

Tagged Division

Pre-College Engineering Education

Page Count

11

Permanent URL

https://peer.asee.org/37244

Download Count

118

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Paper Authors

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Olushola V. Emiola-Owolabi Morgan State University

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Olushola Emiola-Owolabi recently completed her PhD in Advanced Studies, Leadership, and Policy at Morgan State University. She had her first and second degree in journalism at the University of Lagos Nigeria. She worked as a public relations officer in a small private university in Nigeria. Her dissertation title is 'The Use of Active Learning Pedagogy in Two Undergraduate Civil Engineering Courses: A Mixed Methods Study' .

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Medha Dalal Arizona State University Orcid 16x16 orcid.org/0000-0001-5705-1800

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Medha Dalal is a postdoctoral scholar in the Fulton Schools of Engineering at Arizona State University. She received her Ph. D. in Learning, Literacies, and Technologies with an emphasis on engineering education from the Arizona State University. Her research seeks to build capacity for engineering education stakeholders at the grassroots, while also informing policy. Three thrusts that define her research interests at the intersections of engineering, technologies, and education include, ways of thinking that address complex educational challenges, democratization of K-12 engineering education, and online and technology-based learning.

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Adam R. Carberry Arizona State University Orcid 16x16 orcid.org/0000-0003-0041-7060

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Dr. Adam Carberry is an associate professor at Arizona State University in the Fulton Schools of Engineering, The Polytechnic School. He earned a B.S. in Materials Science Engineering from Alfred University, and received his M.S. and Ph.D., both from Tufts University, in Chemistry and Engineering Education respectively. His research investigates the development of new classroom innovations, assessment techniques, and identifying new ways to empirically understand how engineering students and educators learn. He currently serves as the Graduate Program Chair for the Engineering Education Systems and Design Ph.D. program. He is also the immediate past chair of the Research in Engineering Education Network (REEN) and an associate editor for the Journal of Engineering Education (JEE). Prior to joining ASU he was a graduate student research assistant at the Tufts’ Center for Engineering Education and Outreach.

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Jumoke 'Kemi' Ladeji-Osias Morgan State University Orcid 16x16 orcid.org/0000-0002-8645-696X

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Dr. J. ’Kemi Ladeji-Osias is Professor and Associate Dean for Undergraduate Studies in the School of Engineering at Morgan State University in Baltimore. Dr. Ladeji-Osias earned a B.S. in electrical engineering from the University of Maryland, College Park and a joint Ph.D. in biomedical engineering from Rutgers University and UMDNJ. Dr. Ladeji-Osias’ involvement in engineering curricular innovations includes adapting portal laboratory instrumentation into experiments from multiple STEM disciplines. She enjoys observing the intellectual and professional growth in students as they prepare for engineering careers.

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Abstract

The delivery mode of education for many high school students changed recently, confining students to attend classes virtually from home. Remote learning can sometimes give students fewer experiential learning opportunities. A focus group discussion was carried out with 35 high school students to explore their perception of their learning environment as it relates to active learning in a remote instruction delivery classroom. Kolb’ s experiential learning theory was used to guide this study. The qualitative data gathered were analyzed thematically. Analysis from the data showed that remote learning impacted students’ ability to support each other in project-based learning processes. The effect of remote learning also impacted students' access to peer group resources, materials, and tools needed for effective project-based learning. Results showed that some students preferred working with other students cooperatively on project-based activities while other students preferred working individually on project-based activities. The findings show that team building in high school students continues to be a challenge irrespective of the learning environment, either face-to-face or remote classrooms. Hence, educators have to continue to find ways to strengthen team-work and team building among the students.

Emiola-Owolabi, O. V., & Dalal, M., & Carberry, A. R., & Ladeji-Osias, J. K. (2021, July), High School Students' Perspective of Active Learning in a Remote Classroom (Fundamental). Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37244

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