June 14, 2015
June 14, 2015
June 17, 2015
26.1203.1 - 26.1203.21
Online Statics: Teaching the Masses in the New FrontierIn the fall semester of 2014, the professors that teach the engineering science course of statics forthe college of were asked to offer the course in an online format. Thisrequest was made due to the large number of students enrolled in the course, and the fact that theoccupancy of the classroom where the course is taught would be exceeded based on the fire codelimit of 330 occupants. The timing for this request came four weeks prior to the start of thesemester, and for the two professors who had never taken or taught an online course, the ensuingadventure/endeavor has been monumental. Starting off on this task, our motto was ‘We didn’tknow what we didn’t know’ when it came to online courses. However, with lots of research,advice, and some bumps along the way, we were able to produce an online course for statics.The next question became, was it effective?This paper will explore the establishment of an online course in statics and the multiple issuesencountered during this process. Additionally, it was important that the online course presentedthe material in a manner that would allow students to come away with the same understandingand exposure to the same materials taught in the standard format for the course.The main course consists of three, fifty minute lectures per week from the professor and a fiftyminute discussion session taught by a teaching assistant. The discussion session consists ofexposure to additional examples, hands-on lab experiments, and short, concept quizzes. Theonline course was exposed to a recorded lecture of the same material. However, the maindifference in the course is the omission of the discussion session for the online course.Comparisons of course grades, including homeworks and exams, as well as results from studentsurveys, will be presented as an assessment of this online course.
Ramming, C. H., & Phillips, J. J. (2015, June), Online Statics: Teaching the Masses in the New Frontier Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24540
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