June 15, 2019
June 15, 2019
June 19, 2019
Engineering education is heavily based on mathematical equations and laboratory experiences which makes it difficult to teach online as compared to other disciplines. This leads to many engineering educators to choose lecture capture—streamed and/or recorded—as a way to serve distance education students. However, this approach does not make use of the capabilities of quality online learning and fails to engage distance education students. To address this concern, an online graduate level civil engineering course was redesigned to increase interaction amongst students and engagement in the material which in return would encourage critical thinking. Through socialnetworking analysis and content analysis approaches, this study aimed to explore patterns of interaction and level of critical thinking during student-facilitated online discussions.Analysis of the results indicated that online discussions increased interaction amongst students and contributed tostudents’ critical thinking skills.
Karabulut Ilgu, A., & Yao, S. (2019, June), Student-Facilitated Online Discussions to Encourage Critical Thinking in Civil Engineering Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33306
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