Baltimore , Maryland
June 25, 2023
June 25, 2023
June 28, 2023
Electrical and Computer Engineering Division (ECE)
Background Online course offerings greatly facilitate the expansion a department’s pool of potential students making them an important asset in an administrator’s enrollment management toolbox. At the same time, the convenience and enhanced access of online courses make them popular with many students. From a faculty perspective, the flexibility in workplace location and time management that is afforded by online courses is a significant employee benefit. All of these positive factors contribute to the persistence and desirability of online courses. Even more so, the past two and a half years have motivated many universities to transition from traditional in-person instruction to mostly virtual instruction. This transition involved developing new approaches to pedagogy as well as student assessment. During this same time period, there has been an unprecedented growth in student usage of online support materials and support services. This paper focuses on how a large mid-Atlantic university is developing a signals and systems course in online, hybrid and in-person modalities.
Purpose This work describes a case study conducted at a large mid-Atlantic university in a sophomore-level “Signals and Systems” core course in electrical engineering and computer engineering. Over the course of several offerings (from Spring 2021 – Fall 2022) we aim to increase the student response rate to a course-wide survey asking students to self-report their attainment of the course Learning Objectives and to increase the percentage of students who rate their ability to achieve the course Learning Objectives as either “Good” or “Excellent”. This paper describes our efforts toward achieving this aim.
In the Spring 2022 offering of the online/hybrid section of the course, we introduced “student-produced podcasts” to increase student engagement with the course material and course learning objectives. These are introduced in the course through the use of video quizzes . We aim to show that through the introduction of the “student-produced podcasts”, students can increase the extent to which they attain the five Learning Objectives. In addition, we aim to show that the introduction of the “student-produced podcasts” also promotes student engagement, increases broader participation and active learning, and prepares students for their educational journey for “just-in-time training” and future professional development.
Willingness of the student populations to provide online course-end feedback is viewed as a potential indicator of increased engagement in the courses in response to these introduced interventions. We are pleased to report preliminary results that show that the percentage of students who respond to the online course-end student survey increased from 38% in Spring 2021, to 45% in Fall 2021, and to 54% in Spring 2022 offerings of the course.
Lanzerotti, M. Y., & Dunning, S., & Buehrer, R. M., & Safaai-Jazi, A., & Tryfona, N., & Zhang, J., & Lester, L., & Mikel-Stites, M., & Reid, K. (2023, June), Strategies to Develop an Online/Hybrid Signals and Systems Course Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--44270
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