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Work-in-Progress: Building an Accessible Engineering Course through Asynchronous Online Teaching

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Conference

2021 Illinois-Indiana Regional Conference

Location

Virtual

Publication Date

April 16, 2021

Start Date

April 16, 2021

End Date

April 17, 2021

Conference Session

Posters and Workshops

Tagged Topic

Workshops and Posters

Page Count

1

DOI

10.18260/1-2--38287

Permanent URL

https://peer.asee.org/38287

Download Count

19

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Paper Authors

biography

Yang Victoria Shao UIUC

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Yang V. Shao is a teaching assistant professor in electrical and computer engineering department at University of Illinois Urbana-Champaign (UIUC). She earned her Ph.D. degrees in electrical engineering from Chinese Academy of Sciences, China. Dr. She has worked with University of New Mexico before joining UIUC where she developed some graduate courses on Electromagnetics. Dr. Shao has research interests in curriculum development, assessment, student retention and student success in engineering, developing innovative ways of merging engineering fundamentals and research applications.

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Abstract

In the paper, we will discuss an asynchronous learning manage system built upon our teaching experience for undergraduate Electromagnetics. Due to the COVID-19 pandemic, the frontal in-person learning has been largely replaced by distance and online option. In this undergrade engineering course, two out of the three instructors choose the synchronous teaching sessions with the original class time; and the author offered an asynchronous session for 20% of the students. During the semester, we designed a centralized learning manage system for the asynchronous session. One key ingredient is to create a centralized access point for students to easily access all course materials, which include the course announcements, lecture notes and handouts, topic outlines, embedded lecture recordings, and quizzes, etc. We will discuss the methods to make the lecture recordings more effective. Another effort is placed on promoting student participation to get the timely feedback and dynamically adjust the teaching materials. Since interactive teaching and classroom discussion are not possible in this semester, we utilized the online discussion form embedded in Compass2g. We will look at the asynchronous session students’ grades change during the three mid-terms and the final exam, compared with the other two synchronous sessions. The asynchronous session students got a mean grade of 79.27%, 73.34% and 83.11% for the three mid-term exams, while the synchronous session students got a mean grade of 75.71%, 71.91% and 83.09%, respectively. We will report the final exam grade after the semester ends. We will also compare the students’ early informal feedback about the course difficulty and teaching effectiveness with the final course evaluation. We conclude that the instructor requires additional effects in making the asynchronous session more effective.

Shao, Y. V. (2021, April), Work-in-Progress: Building an Accessible Engineering Course through Asynchronous Online Teaching Paper presented at 2021 Illinois-Indiana Regional Conference, Virtual. 10.18260/1-2--38287

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