EAGER: Investigating the rapid transition from face-to-face to exclusively online engineering laboratory classes in an Electrical and Computer Engineering program
EAGER:研究电气和计算机工程项目中从面对面课程到完全在线工程实验室课程的快速过渡
基本信息
- 批准号:2032802
- 负责人:
- 金额:$ 30万
- 依托单位:
- 依托单位国家:美国
- 项目类别:Standard Grant
- 财政年份:2020
- 资助国家:美国
- 起止时间:2020-08-01 至 2024-07-31
- 项目状态:已结题
- 来源:
- 关键词:
项目摘要
The COVID-19 global health crisis has forced educators to rapidly shift to online instruction methods. While this effort is already difficult for faculty, it is particularly challenging for instructors who have designed a portion of their curricula with hands-on laboratory instruction, as in the case for many STEM courses. To offer the effective education in-person instruction affords, it is important to maintain the same educational and curricular value of laboratories while taking advantage of benefits that online education and online experimentation tools offer. This project will transcend the demands of the COVID-19 crisis as it investigates the impact of using a full set of online laboratory modules in an engineering laboratory course. Impacts on faculty resistance to adoption, student motivation and self-regulation, and user experience and success are evaluated in this study. Online labs (remote and virtual) have long been considered promising options to enhance the student educational experience, but broad adoption has been limited. The current circumstances allow us to establish a successful use case by re-casting a semester-long, hands-on, experiential learning component into a fully online set of instructional labs. Nevertheless, rapidly deploying fully online experimentation and instruction in engineering challenges our dominant instructional model, especially in a traditional face-to-face institution in which both faculty and students may show resistance but also surprising adoption of online education technology. While associated with considerable challenges, establishing and empirically investigating such a successful use case offers high reward opportunities for knowledge generation, as well as benefits for faculty and students in engineering programs across the nation.This project will leverage the development and deployment of online labs and integrated online instruction modules to investigate the impact of using an exclusively online instructional mode for a fundamental electrical and computer engineering laboratory course. To reach this goal, the project will answer the following three research questions: A) How do faculty experience a top-down mandated, time-constrained, and rapid transition to exclusively online-based laboratory modules in engineering courses along the continuum of resistance towards the wholesale embrace of educational technologies? B) How does exclusively online laboratory instruction and online experimentation impact students’ learning experiences in terms of engagement, investigated through self-regulation and motivation? C) What user experience factors influence the success of introducing exclusively online experimentation activities into engineering courses and curricula? The research design will comprise three thrusts: faculty, student, and user experience perspective. All thrusts will employ a convergent, parallel, mixed-methods research approach using quantitative and qualitative measures. Informed by theoretical frameworks including the diffusion of innovation, the propagation paradigm, student cognitive and emotional engagement, and user-centered design, this project will develop in-depth knowledge on how online experimentation can be successfully deployed in engineering education settings. As a result, this project will a) lead to a framework for educational technology propagation, specific to online engineering labs and reflecting factors for both efficacies and fit, b) inform a model for student-centered online experimentation with explicit guidelines for student support, and c) inform a comprehensive model of success factors for designing user-centered online experimentation activities. The results of this research will also expand the reach and impact of engineering disciplines that have historically required face-to-face facilities to provide integral laboratory instruction. This project will enable online experimentation experiences that support core education learning objectives while also meeting the challenges of a diverse, mobile, and geographically distributed engineering workforce.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.
COVID-19全球健康危机迫使教育工作者迅速转向在线教学方法。虽然这一努力对教师来说已经很困难了,但对于那些设计了一部分课程并进行实践实验室教学的教师来说,这尤其具有挑战性,就像许多STEM课程一样。为了提供有效的教育在人的指令提供,重要的是要保持实验室的教育和课程价值相同,同时利用在线教育和在线实验工具提供的好处。该项目将超越COVID-19危机的需求,因为它调查了在工程实验室课程中使用全套在线实验室模块的影响。在这项研究中,教师的阻力采用,学生的动机和自我调节,用户体验和成功的影响进行了评估。长期以来,在线实验室(远程和虚拟)一直被认为是增强学生教育体验的有前途的选择,但广泛采用一直受到限制。目前的情况使我们能够通过重新铸造一个学期的,动手,体验式学习组件到一套完全在线的教学实验室,以建立一个成功的用例。然而,在工程领域迅速部署完全在线的实验和教学挑战了我们占主导地位的教学模式,特别是在传统的面对面的机构中,教师和学生可能会表现出抵制,但也会令人惊讶地采用在线教育技术。虽然与相当大的挑战相关,但建立和经验调查这样一个成功的用例为知识生成提供了高回报的机会,该项目将利用在线实验室和集成在线教学模块的开发和部署,调查使用专门的在线教学模式对基础电气课程的影响。和计算机工程实验室课程。为了实现这一目标,该项目将回答以下三个研究问题:A)教师如何经历一个自上而下的授权,时间限制,并迅速过渡到完全基于在线的实验室模块在工程课程沿着对批发拥抱教育技术的阻力的连续体?B)通过自我调节和动机调查,完全在线实验室教学和在线实验如何影响学生在参与方面的学习体验?C)什么样的用户体验因素会影响在工程课程和课程中引入完全在线实验活动的成功?研究设计将包括三个方面:教师,学生和用户体验的角度。所有的推力将采用收敛,平行,混合方法的研究方法,使用定量和定性的措施。通过理论框架,包括创新的扩散,传播范式,学生的认知和情感参与,以及以用户为中心的设计,该项目将深入了解如何在工程教育环境中成功部署在线实验。因此,该项目将a)导致教育技术传播的框架,具体到在线工程实验室,并反映效率和适合的因素,B)通知以学生为中心的在线实验模型与学生支持的明确指导方针,以及c)通知设计以用户为中心的在线实验活动的成功因素的综合模型。这项研究的结果还将扩大工程学科的范围和影响,这些学科在历史上需要面对面的设施来提供完整的实验室教学。该项目将使在线实验经验,支持核心教育学习目标,同时也满足多样化,移动的,地理分布的工程劳动力的挑战。该奖项反映了NSF的法定使命,并已被认为是值得通过使用基金会的智力价值和更广泛的影响审查标准进行评估的支持。
项目成果
期刊论文数量(1)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Rapid transition of traditionally hands-on labs to online instruction in engineering courses
- DOI:10.1080/03043797.2022.2046707
- 发表时间:2022-03-05
- 期刊:
- 影响因子:2.3
- 作者:May, Dominik;Morkos, Beshoy;Beyette, Fred
- 通讯作者:Beyette, Fred
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Nathaniel Hunsu其他文献
Development of the student course cognitive engagement instrument (SCCEI) for college engineering courses
- DOI:
10.1186/s40594-020-00220-9 - 发表时间:
2020-05-19 - 期刊:
- 影响因子:8.000
- 作者:
Allyson Barlow;Shane Brown;Benjamin Lutz;Nicole Pitterson;Nathaniel Hunsu;Olusola Adesope - 通讯作者:
Olusola Adesope
Nathaniel Hunsu的其他文献
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{{ truncateString('Nathaniel Hunsu', 18)}}的其他基金
A Multi-phase development of the Electric Circuit Concepts Diagnostic tool: Phase I
电路概念诊断工具的多阶段开发:第一阶段
- 批准号:
2021468 - 财政年份:2020
- 资助金额:
$ 30万 - 项目类别:
Standard Grant
Research Initiation: A Mixed Methods Approach to Examine and Foster Academic Resilience in Undergraduate Engineering Students
研究启动:检查和培养本科工程生学术弹性的混合方法
- 批准号:
1927341 - 财政年份:2019
- 资助金额:
$ 30万 - 项目类别:
Standard Grant
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