July 26, 2021
July 26, 2021
July 19, 2022
Continuing education amidst the ongoing COVID-19 pandemic has been one of the most daunting experiences for most students. As the virus continued to spread across the country, various school districts and localities faced mounting pressures to close school facilities. College students were asked to leave campus and finish the semester remotely, placing them in an unfamiliar learning situation. A mix of hybrid and in-person classes was offered by some schools. Staying connected with friends and campus communities suddenly became difficult. The transition wasn’t easy for many students. The detailed impact of this transition to digital learning will only be revealed in due course as more time passes by. However a short term effect on the students can be gauged by collecting feedback from the students. It has been speculated that the most vulnerable students will be left falling behind even further and will face more hurdles to keep pace. In order to gauge the successes and the challenges on the lower classmen engineering students, at this Mid Atlantic mid-sized public university, a couple of surveys was conducted during various stages in the fall semester of teaching an engineering statics course. The underlying objective was to identify the instructional benefits and challenges, learning successes and failures, adaptability of faculty and students to a hyflex mode of course delivery. A survey was conducted asking the students to compare their experiences from prior semesters with the current one and provide their feedback on things students found challenging/not working well and what improvements/changes would make a greater impact on them. Additionally course outcomes such as quiz and test scores was also compared to determine if the students gained the intended learning outcomes or different ones (some less than or more than), both from the faculty and students’ perspectives. The survey probed the following: (1) students’ understanding of the course material (in terms of level of easiness or difficulty) (2) experience with in-person classes versus remote instruction (in terms of class load, degree of satisfaction with instruction received, and technical challenges such as hardware, connectivity, instruction delivery platform, etc) (3) effect of surrounding environment (living arrangements in pre- vs post COVID environment) (4) availability and use of resources (instructor office hours, group work, learning materials, tutoring, etc.
Osta, A., & Kadlowec, J., & Amadoro, M. (2021, July), Successes, Expectations and Challenges Associated with In-person to Online Remote Transition of an Engineering Statics Course Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37783
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