Asee peer logo

Transition to Virtual Instruction

Download Paper |

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

Multidisciplinary Experiences: Teaching in a Pandemic

Tagged Division

Multidisciplinary Engineering

Page Count

14

Permanent URL

https://peer.asee.org/37936

Download Count

59

Request a correction

Paper Authors

biography

Nicole Wagner California State Polytechnic University, Pomona

visit author page

Dr. Nicole Wagner is an Assistant Professor in the Department of Industrial and Manufacturing Engineering at the California State Polytechnic University, Pomona (Cal Poly Pomona). She received her Bachelor of Science degree in chemistry from SUNY at Stony Brook. After this, she completed her master’s and Ph.D. in mechanical engineering at the University of Minnesota. At Cal Poly Pomona, she teaches courses in manufacturing processes and automation. Her research interests include materials processing using plasma, materials characterization, 3D printing, and student assessment.

visit author page

Download Paper |

Abstract

During the spring 2020 term, students and instructors were required to transition from in-person instruction to a distance learning mode. This transition occurred at the mid-point of the semester, moving from a face-to-face student-teacher interaction to a virtual instruction mode. While this transition was unexpected for students and instructors, it was also an opportunity to understand how student learning outcomes were affected and how students reacted to this change. Both lecture and laboratory courses were evaluated in this study, as well as lower-division and upper-division courses. Through a comparative survey, students were asked to evaluate the seven student learning outcomes articulated by the Accreditation Board for Engineering and Technology (ABET) during the face-to-face and virtual portions of the courses. Survey results showed that students rated their learning outcomes higher for face-to-face instruction for all course types and levels. The largest difference in how students rated their learning outcomes for before and after the transition to virtual instruction was seen for their ability to function effectively on a team. The smallest difference was seen for their ability to apply engineering design to produce solutions. Additionally, in a time in which our society required social distancing, students expressed that their biggest struggle was that they could not interact with other students.

Wagner, N. (2021, July), Transition to Virtual Instruction Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37936

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: © 2021 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