scholarly journals TRANSITIONING TO ONLINE TEACHING IN AN UNDERGRADUATE APPLIED ENGINEERING COURSE

2021 ◽  
Author(s):  
Pedram Mortazavi ◽  
Chiyun Zhong ◽  
Constantin Christopoulos
Keyword(s):  
Active Learning ◽  
Engineering Design ◽  
Online Instruction ◽  
Online Teaching ◽  
Learning Experience ◽  
3D Models ◽  
University Of Toronto ◽  
Short Video ◽  
Collaborative Skills ◽  
The University

The online teaching framework presented in this paper was developed for a third-year engineering design course at the University of Toronto, with more than 100 students located in 8 different time zones. The study was inspired by the pressing challenge faced by educators around the world in 2020 to fully transition to online teaching in a limited time, due to the COVID-19 pandemic.  Different facets of the course were restructured to enhance the learning experience of students, overcome the challenges associated with online instruction, and implement active learning techniques in the course whenever possible. This initiative included the development of interactive course notes and a course map, with links to videos, 3D models, asynchronous lectures, and short video explanations.  Several online paltforms were used in the framework, which are discussed in detail.  The proposed framework provided an alternative to achieve the desired teaching outcomes in an online teaching environment for an engineering design course which had always been taught in-person prior to the year 2020. Despite the inherent challenges of this transition to online teaching, this format allowed for active learning activities in the course, promoting learner-centered teaching, and strengthening the students’ collaborative skills. Elements of the framework and the methodology outlined in this paper could be useful for other engineering courses attempting an effective transition to online instruction.

Leveraging Active Learning Pedagogy in a Scaffolded Approach: Reconceptualizing Instructional Leadership Learning

2020 ◽  
Vol 15 (3) ◽  
pp. 210-226 ◽  
Author(s):  
Jason D. Salisbury ◽  
Decoteau J. Irby
Keyword(s):  
Active Learning ◽  
Instructional Leadership ◽  
Learning Experience ◽  
Leadership Practice ◽  
University Of Illinois ◽  
The University

This article investigates how the University of Illinois at Chicago (UIC) redesigned its three-course instructional leadership strand to operate as a continuous three-semester learning experience that sequenced and emphasized an active learning pedagogy. This accounting elaborates the design and use of this pedagogy to support aspirant leaders in progressing through a continuum of knowers, assessors, and demonstrators of instructional leadership practice. Finally, we discuss the tensions that emerged from this approach to instructional leadership learning.

scholarly journals Answering Huxley: “now” students take a “then” exam

2019 ◽  
Vol 43 (3) ◽  
pp. 397-400
Author(s):  
P. K. Rangachari
Keyword(s):  
Undergraduate Students ◽  
Learning Experience ◽  
Average Score ◽  
Anatomy And Physiology ◽  
University Of Toronto ◽  
Thomas Henry Huxley ◽  
History Of ◽  
Second Year ◽  
The University ◽  
Insight Into

Twenty-eight undergraduate students in a health sciences program volunteered for an exercise in the history of examinations. They had completed a second-year course in anatomy and physiology in which they studied modern texts and took standard contemporary exams. For this historical “experiment,” students studied selected chapters from two 19th century physiology texts (by Foster M. A Textbook of Physiology, 1895; and Broussais FJV. A Treatise on Physiology Applied to Pathology, 1828). They then took a 1-h-long exam in which they answered two essay-type questions set by Thomas Henry Huxley for second-year medical students at the University of London in 1853 and 1857. These were selected from a question bank provided by Dr. P. Mazumdar (University of Toronto). A questionnaire probed their contrasting experiences. Many wrote thoughtful, reflective comments on the exercise, which not only gave them an insight into the difficulties faced by students in the past, but also proved to be a valuable learning experience (average score: 8.6 ± 1.6 SD).

scholarly journals Defining teachers’ readiness for online language teaching: toward a unified framework

2019 ◽  
pp. 373-378 ◽  
Author(s):  
Koen Van Gorp ◽  
Luca Giupponi ◽  
Emily Heidrich Uebel ◽  
Ahmet Dursun ◽  
Nicholas Swinehart
Keyword(s):  
Online Teaching ◽  
Language Teaching ◽  
Learning Experience ◽  
The United States ◽  
Michigan State University ◽  
State University ◽  
Unified Framework ◽  
Language Courses ◽  
Key Competencies ◽  
The University

As part of a larger effort to support Less Commonly Taught Languages (LCTL) instruction in the United States, the LCTL Partnership at Michigan State University (MSU) and the LCTL Collaborative Partners initiative at the University of Chicago (UC) are supporting online LCTL courses to be offered to students across multiple institutions. As the initiatives were underway, it became clear that LCTL teachers’ familiarity with online teaching ranged widely. This is not surprising, especially considering that many LCTL teachers have never participated in any kind of online learning experience – let alone taught online. This paper reports on the first phase of a collaborative project that aims to identify and define key competencies for Online Language Teaching (OLT) and conceptualize a set of OLT readiness can-do statements. In a next phase, this framework will be used to build an assessment that gauges teachers’ readiness to teach language courses online and provide these teachers with formative feedback.

scholarly journals A Qualitative Study of Faculty Responses to Teaching during the Covid-19 Pandemic: Creating a Culture of Support

2021 ◽  
Vol 3 (1) ◽  
pp. p67
Author(s):  
Paula Smith-Hawkins
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Learning Experience ◽  
Faculty Work ◽  
Course Materials ◽  
Global Pandemic ◽  
Two Factors ◽  
The University ◽  
Hybrid Learning Environment

This study examines the online teaching and learning experience of twenty-one (21) faculty members at a Gulf Cooperation Council (GCC) research university from the initial campus closure of the university in February 2020 in response to the COVID-19 global pandemic, through the end of Fall 2020 semester. The methodology entailed one-on-one interviews with instructors, reviews of the course materials in the Learning Management System, and the examination of email and videoconferencing exchanges. Gagne’s Nine Events of Instruction and the Quality Matters Rubric guidelines for instructional design framed the methodology. This study finds that faculty benefitted from close connections with colleagues and continuous institutional support during the pivot to emergency remote teaching and into a hybrid learning environment. These two factors – collegial connections and university resources – were crucial in sustaining faculty work during the period of this study.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

Interactive Scenario-Based Teaching of Metal Casting Processes

2011 ◽  
Author(s):  
Zahed Siddique ◽  
Mrinal Saha ◽  
Firas Akasheh ◽  
Shaiful Arif ◽  
Bipul Barua
Keyword(s):  
Active Learning ◽  
Learning Experience ◽  
Casting Process ◽  
Metal Casting ◽  
University Of Oklahoma ◽  
Post Test ◽  
Manufacturing Engineering ◽  
Novel Concept ◽  
The University ◽  
The Impact

It is well documented that students learn more effectively when they are actively involved in the learning process. Interactive scenario-based education is a novel concept expected to stimulate active learning and provide an engaging learning experience. Recently we have developed a Create your Scenario Interactively (CSI) module to teach metal casting and have implemented it in manufacturing engineering courses at the University of Oklahoma. In this paper, we discuss the impact of the CSI on students’ learning in manufacturing engineering education. The pedagogical effectiveness of the CSI instruction has been evaluated in several areas such as students’ engaging and active learning through pre-test and post-test format and survey questionnaires. Our preliminary results suggest that a majority of the students feels that the CSI module is very effective in keeping them engaged. Results also indicate that the CSI instructions help improve their understanding of the metal casting process. The details of the CSI module, implementation details, and assessment results are discussed.

A Rich Environment for Active Learning (REAL)

2015 ◽  
pp. 34-57 ◽  
Author(s):  
Heather Robinson ◽  
Alana S. Phillips ◽  
Anneliese Sheffield ◽  
Michelle Moore
Keyword(s):  
Active Learning ◽  
Online Instruction ◽  
Online Teaching ◽  
Social Aspect ◽  
Lifelong Learners ◽  
Face To Face ◽  
Real Model ◽  
The Social ◽  
Constructivist Model ◽  
The Rich

Online teaching is considerably different from face-to-face teaching. With the continued growth of online teaching, all teachers should be prepared to teach an online course. Since the overarching difference between face-to-face and online instruction is communication, it is imperative for online instruction to be delivered using a social constructivist model to make up for the lack of social interaction in the classroom. Delivering instruction using the Rich Environment for Active Learning (REAL) model has the potential to remove communication barriers and draw more students into the social aspect of instruction, and therefore truly engage them as lifelong learners. The REAL model is explored in this chapter.

Simulation Technology

2002 ◽  
Vol 96 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Pamela J. Morgan ◽  
Doreen Cleave-Hogg ◽  
Jodi McIlroy ◽  
James Hugh Devitt
Keyword(s):  
Medical Students ◽  
Learning Experience ◽  
Critical Event ◽  
Final Examination ◽  
Long Term Effects ◽  
Student Opinions ◽  
University Of Toronto ◽  
Significant Difference ◽  
The University ◽  
Future Work

Background The availability of simulator technology at the University of Toronto (Toronto, Ontario, Canada) provided the opportunity to compare the efficacy of video-assisted and simulator-assisted learning. Methods After ethics approval from the University of Toronto, all final-year medical students were invited to participate in the current randomized trial comparing video-based to simulator-based education using three scenarios. After an introduction to the simulator environment, a 5-min performance-based pretest was administered in the simulator operating room requiring management of a critical event. A posttest was administered after students had participated in either a faculty-facilitated video or simulator teaching session. Standardized 12-point checklist performance protocols were used for assessment purposes. As well, students answered focused questions related to the educational sessions on a final examination. Student opinions regarding the value of the teaching sessions were obtained. Results One hundred forty-four medical students participated in the study (scenario 1, n = 43; scenario 2, n = 48; scenario 3, n = 53). There was a significant improvement in posttest scores over pretest scores in all scenarios. There was no statistically significant difference in scores between simulator or video teaching methods. There were no differences in final examination marks when the two educational methods were compared. Student opinions indicated that the experiential simulator sessions were more enjoyable and valuable than the video teaching sessions. Conclusions Both simulator and video types of faculty-facilitated education offer a valuable learning experience. Future work is needed that addresses the long-term effects of experiential learning in the retention of knowledge and acquired skills.

scholarly journals Active learning in criminal justice

2020 ◽  
Vol 13 (2) ◽  
pp. 85-101
Author(s):  
Jill Dealey
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Active Learning ◽  
Learning Experience ◽  
Wrongful Conviction ◽  
Postgraduate Students ◽  
Degree Programme ◽  
Potential Impact ◽  
Learning Development ◽  
The University

Active learning, with students engaging in research or activities within the community, is a favoured approach in contemporary higher education. To support this approach, the Criminology and Forensic Studies programmes at the University of Winchester have included student research into miscarriages of justice. The students interrogate evidence from a criminal trial to attempt to establish if there has been a wrongful conviction. This article discusses the importance of this work for students of Criminology. It considers the contribution to the learning experience of the range of opportunities available to undergraduate and postgraduate students and evaluates the potential impact on curriculum and learning development during the degree programme, in addition to the benefits for future employment.

scholarly journals Adaptation to Online Technology for Learning during COVID-19 Pandemic: An Observational Study of Effectiveness and Student’s Perception in Various Universities

2021 ◽  
Author(s):  
Saurabh Kumar ◽  
Ankush Sharma ◽  
Shveta Sharma ◽  
Sajjan Pal ◽  
Anand Kumar Singh
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Total Sample ◽  
Online Classes ◽  
Indian Government ◽  
Online Technology ◽  
Rapid Spread ◽  
Teaching Learning ◽  
The University

Introduction: COVID-19 is a newly discovered infectious disease caused by a virus named ‘coronavirus’. To control the rapid spread of the virus, Indian government announced lockdown in whole country. The lockdown has largely affected the lives of students because education was shifted from traditional classroom learning to online learning. After COVID 19 pandemic the online teaching-learning has become more prevalent in India, it becomes particularly important to know its effectiveness and to know whether it’s actually helping the students to achieve what they expect. Aim: The present study was designed to understand the effectiveness, student’s perspective, attitudes and readiness about online classes being conducted at the University level. Materials and Methods: An observational, descriptive study was conducted with a total sample size of 400. Students studying in four different universities were included in the study. The data was collected using a Questionnaire. A semi structured, self-administered questionnaire was prepared on Google Forms with open and close ended questionnaire and was circulated among university going students via WhatsApp and e-mail. The data was tabulated by Google spreadsheet. SPSS version 20 was used for data analysis. Results: Out of 400 students, who participated in the study, 55.25% students liked and 44.75% disliked online teaching during the lockdown period. However, 90.5% said that classroom was an effective platform for learning in comparison to online learning. Total of 6.5% subjects were completely satisfied, 24.5% somewhat satisfied and 8.25% were completely unsatisfied with online learning experience. A 44.75% student also felt difficult to spend several hours on mobile or computer. Conclusion: After analysing the results, it was concluded that the students liked the online classes but are not interested in continuing the same way after the lockdown. They felt that classroom teaching was more effective than online learning due to issues related to topic understanding, net connectivity, and lack of practical and/or demonstrations. Hence, certain improvements must be made to increase its acceptability amongst students.

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