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ASEE-SE Conference 2021

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Active Learning In Synchronous Online Engineering Classrooms

Session Goals: (1) Build a list of strategies that educators can use to engage engineering students in online synchronous classrooms (2) Discuss techniques to evaluate the various strategies

Brief description: The Roundtable will focus on pros and cons of using various active learning strategies within online synchronous classrooms (i.e., courses in which online students attend lecture in real-time). The hosts will briefly describe their experiences with active learning in online classrooms and then open the discussion to the group. During the group discussion, the hosts will create a list of strategies discussed along with pertinent context information (e.g., best for small classes). The hosts will prompt participant discussion with the following questions: 1) How have you engaged students in your online synchronous classrooms both prior to and during the pandemic? 2) Comparing your experiences with online synchronous courses to your experiences in face-to-face classrooms, what has worked well and what has not worked as well? 3) If you could provide one critical piece of advice to a faculty member teaching an online synchronous class for the first time, what would that be? After 30-40 minutes of discussion, the hosts will transition the roundtable to a discussion of techniques to evaluate the effectiveness of various engagement strategies (e.g., through surveys and participation data). At the conclusion of the Roundtable, the hosts will distribute the list of strategies (with contextual information) that can be used to engage students in online synchronous engineering classrooms. They will also provide access to a survey that they use to evaluate active learning strategies in their own online engineering classrooms.

Timeline: Host discussion of their experiences with active learning in online synchronous classrooms (5-10 minutes); Group discussion of various strategies to engage students in online synchronous engineering classrooms (30-40 minutes); Group discussion of evaluation techniques (10-20 minutes)

Jean Mohammadi-Aragh
Mississippi State University
United States

John Ball
Mississippi State University
United States

 


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