June 15, 2019
June 15, 2019
June 19, 2019
New Engineering Educators
A famous quote from Joel Barker says “when a paradigm shifts, everyone goes back to zero” and then “your success guarantees nothing.” Learner-centered approaches require that students are engaged and become responsible for their own learning process and that we, as instructors, become facilitators of their learning, instead of being the center of their learning process. Complementarily, online education is booming. Faculty all over the world are starting to upload their contents to the web to provide learning opportunities for students beyond their classrooms.
Having students in an online environment, either partially or fully, requires the instructor to learn new knowledge and skills that are needed to succeed in creating high quality online learning environments. Studies show that some of the challenges for faculty who are transitioning from face-to-face interaction to online learning environments include “significant upfront planning and organization” as well as translating and modifying materials from the regular classroom to the web-based environment. In fact, research also suggests that faculty “struggle with a lack of support and/or resources to design appropriate materials.” Another challenge is that some students expect instantaneous responses whenever they post a question or turn in assignments. Failing in providing this feedback within students’ time expectation could influence students’ perception of teaching availability and facilitation of learning. Shifting our focus to a learner-centered approach includes addressing previous knowledge, inclusivity (embracing diversity), engagement, etc. In this paper, we (an engineering instructor who is learning how to teach in online environments and an instructional designer who has supported several instructors facing this challenge) will share our experience developing one online learning environment to achieve a learner-centered course. Accordingly, we will share the issues the instructor had with his online teaching course and how, with the support of the instructional designer, these difficulties can be addressed using different instructional strategies and technological tools that are provided by our home institution.
Mendoza-Garcia, J. A., & Maness, H. (2019, June), Work In Progress: From Face-to-Face to Online Learning Environments: A Transition to a Learner-centered Approach Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. https://peer.asee.org/33623
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: © 2019 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