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Participation With Asynchronous Online Lectures For An Electric Networks Summer Course In The Covid Pandemic
During the Spring 2020 semester, Universities around the nation transitioned rapidly to virtual learning in response to the COVID-19 pandemic. This transition saw a massive shift from face-to-face instruction to virtual instruction in both synchronous and asynchronous formats. Asynchronous online lectures provide an opportunity for increased flexibility in accommodating students schedules and the ability to pause and rewatch lectures at their own pace. However, this format does not afford interactions between instructor and students which eliminates adapting a lesson to individual questions and student feedback in real-time. While asynchronous delivery offers increased flexibility, further investigation is needed to determine how students engage with lectures in this format. This will help identify best practices in terms of participation expectations that support student success and can be adopted in other asynchronous virtual courses. During the Summer 2020 semester, a 10-week course on electric networks was delivered entirely using asynchronous virtual lectures and online homework/projects with weekly virtual office hours in response to the COVID pandemic. Participation with lectures was a mandatory course element with weekly deadlines for each set of lectures. A quantitative analysis of student patterns of engagement with the asynchronous lectures during this summer course in the COVID environment and their relationship with student learning and class success are presented. Additionally, students opinions and perceptions regarding the asynchronous course are analyzed and presented as well. Recommendations for similar courses based on the instructor lessons learned are also provided.