Asee peer logo

Righting The Wrongs: Mistakes Made In The Virtual Classroom

Download Paper |


2000 Annual Conference


St. Louis, Missouri

Publication Date

June 18, 2000

Start Date

June 18, 2000

End Date

June 21, 2000



Page Count


Page Numbers

5.532.1 - 5.532.8



Permanent URL

Download Count


Request a correction

Paper Authors

author page

Sheila R. Curl

author page

Leslie J. Reynolds

author page

Brent Alan Mai

author page

Alexius E. Smith

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session Number 3241

Righting the Wrongs: Mistakes Made in the Virtual Classroom

Leslie J. Reynolds, Sheila R. Curl, Brent Mai, Alexius E. Smith Purdue University/Vanderbilt University

When teaching an electrical engineering technology course in the virtual classroom, instructional challenges are magnified in both course development and course delivery. Among these challenges are learning course management software, maximizing student motivation, enabling group learning and communication, and ensuring clarity of instructional materials and assignments. Although difficulties with many of the issues were anticipated during initial course development, experiencing them first-hand enabled us to identify their resolutions. Technology is developing at a rapid pace. In order to keep up with all the challenges these developments impose, it is essential that educators not only learn from their own mistakes, but that they share those experiences with colleagues and together advance the field of teaching. We will address problems encountered by both instructors and students and discuss how we improved our course delivery for subsequent semesters.

“As this century comes to an end…the defining characteristic of the current wave of technology is the role of information.” Alan Greenspan, 14 June 1999 testimony before the U.S. Congressional Joint Economic Committee.

What we teach in the virtual classroom

In recognition of the critical potential of new information technologies, Purdue’s Electrical Engineering Technology (EET) program asked the Purdue Libraries to develop a credit course that would teach the students how to effectively locate, evaluate and present information. The ability to identify one's information needs, find appropriate and reliable information, use it to solve problems and communicate the resulting knowledge to colleagues, employers and the world is the foundation for Information Strategies.

This course addresses the information literacy skills needed by students in the EET program and integrates directly into that course of study. Students learn about their professional literature, the importance of it, how to find it, evaluate it and use it. When Information Strategies is taken in proper sequence (in the third or fourth semester of the eight-semester curriculum), the students benefit because they can apply information skills in their upper level coursework. The course as designed and has been required in the EET curriculum and taught by the Libraries’ faculty since 1993.

Curl, S. R., & Reynolds, L. J., & Mai, B. A., & Smith, A. E. (2000, June), Righting The Wrongs: Mistakes Made In The Virtual Classroom Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8672

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2000 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015