April 23, 2021
April 23, 2021
April 25, 2021
At San Francisco State University, the switch to online courses was undertaken in a rapid one-week period during the Spring 2020 semester. The successful transition varied significantly depending on the instructor and course. For Engineering Statics, a core prerequisite for Civil and Mechanical Engineering students, the switch presented a significant challenge to ensure quality learning and effective assessment. The failure of students to properly develop fundamental skills and knowledge from this course can lead to a domino effect impacting the rest of their academic progress. This paper is a case study evaluating the in-person instructional methods that translated effectively to the online course and discusses new methods that were rapidly developed and deployed to maintain student learning effectiveness. These results provide insight into the question of, which instructional methods can be adapted for both in-person and online courses? The methods discussed herein include synchronous/asynchronous lectures, use of music, group work, and approaches to note taking (e.g. applications, color-coding), homework, and exams (e.g. problem randomization and timed windows). All techniques transferred extremely well based on student feedback except for group work which lacked sufficient student engagement. Exams and group work required additional attention and effort to ensure the same level of effectiveness. The majority of instructional methods were able to transcend the in-person course setting which is a significant factor as instructors look to continue online courses as well as transition back to in-person courses in the future.
Wong, J. (2021, April), Paper: Transition of Instructional Methods from an In-Person to Online Course and the Lessons Learned Paper presented at 2021 ASEE Pacific Southwest Conference - "Pushing Past Pandemic Pedagogy: Learning from Disruption", Virtual. 10.18260/1-2--38244
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