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Survey Design for Evaluating Student Interaction in Face-to-Face and Online Learning Environment

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Conference

2021 ASEE Virtual Annual Conference Content Access

Location

Virtual Conference

Publication Date

July 26, 2021

Start Date

July 26, 2021

End Date

July 19, 2022

Conference Session

Studies of Shifting In-person Courses to Online and Students' Online Behavior

Tagged Division

Educational Research and Methods

Page Count

14

Permanent URL

https://peer.asee.org/37790

Download Count

143

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Paper Authors

biography

Jaskirat Singh Batra Texas A&M University

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Jaskirat Singh Batra is a Ph.D. candidate in Materials Science and Engineering at Texas A&M University. He received M.S. in Electrical Engineering from Texas A&M University, College Station, TX and B.S. in Engineering Science from Trinity University, San Antonio, TX. He is actively involved in research (both disciplinary and engineering education), teaching and mentoring. He has 4 years of experience in engineering education research. Previously, Jaskirat has investigated the use of Virtual Reality-based instruction and its impact on student motivation to learn complex 3D concepts in materials science. Jaskirat Singh Batra is a graduate of the Academy for Future Faculty and Teaching-as-Research Fellows programs, and he was selected as a Graduate Teaching Fellow in the College of Engineering in 2018-2019. Prior to that, Jaskirat served as a Research Mentor for a research-based lab course and a Teaching Assistant for several classroom-based undergraduate courses. He wants to utilize his diverse teaching and research experience to promote the use of evidence-based educational technology in training STEM students. He has also worked for 2 years as Graduate Assistant at the Center for Teaching Excellence where he supports the graduate students' professional development in teaching.

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biography

Sunay Palsole Texas A&M University

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Dr. Palsole is Assistant Vice Chancellor for Remote Engineering Education at Texas A&M University, and has been involved in academic technology for over 20 years. He helped establish the Engineering Studio for Advanced Instruction & Learning (eSAIL), a full service unit focused on online and technology enhanced learning. He and his colleagues have helped design and create market driven strategies for courses, certificates and programs. Prior to Texas A&M, he was the Associate Vice Provost for Digital Learning at UT San Antonio, where he established the Office of Digital Learning that created a unit focused on innovative delivery across the entire spectrum of technology enabled learning - from in-class to online. Over his career, he has helped a few hundred faculty from varied disciplines develop hybrid and online courses. He has also taught traditional, hybrid and online courses ranging in size from 28 to 250. He is also co-developer of a Digital Academy which was a finalist for the Innovation Award by the Professional and Organizational Development Network and an Innovation Award winner. He was also named as the Center for Digital Education’s Top 30 Technologists, Transformers and Trailblazers for 2016. His focus on the user experience and data, has led to development and adoption of design strategies that measure learning and teaching efficacies across his service in various institutions of higher education.

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Abstract

Social learning is an important part of the college experience. With the rapid transition from face-to-face to online courses after COVID-19, the instructors were challenged with creating an online learning environment that supports social interaction for students. This project investigates the use of technology for interaction by the instructors, and how the students adapted technologies that allowed them to keep their interactions alive in the online courses. A 15-minute online survey was designed at a large engineering school in the southwestern United States. The undergraduate and graduate students in engineering who were enrolled in STEM courses in summer 2020 were invited to complete the survey at the end of the summer. Due to the online nature of the summer semester, this survey included separate questions for the students who took synchronous or asynchronous courses. The survey included both qualitative and quantitative questions.

This paper explains the survey design and the type of results obtained from the survey. To assess the student interaction with instructors/Teaching Assistants and with other students in online courses, the students answered questions related to (i) technology/platforms used by their instructor, (ii) methods used by their instructor, (iii) how the students adapted their interaction in the online environment, (iv) average time spent interacting each week, and (v) the satisfaction ratings on a Likert scale. For comparing with face-to-face courses (pre-COVID-19), the students were also asked to explain their interaction with instructors/Teaching Assistants and with other students in the face-to-face courses taken in fall 2019, and the average time spent interacting each week. The demographic questions included the student classification, engineering major, gender, ethnicity, the highest level of education completed by parents, and whether they were an international student. The results from this survey will play an important role in our understanding of how the students adapt from face-to-face courses to the online learning environment.

Batra, J. S., & Palsole, S. (2021, July), Survey Design for Evaluating Student Interaction in Face-to-Face and Online Learning Environment Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37790

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