Student Performance in Partially Flipped ECE Laboratory Classes

Dallal, Ahmed; Dukes, April A.; Clark, Renee M.

doi:10.18260/1-2--35233

Cited by 13 publications

(12 citation statements)

References 27 publications

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“…Alternatively, the asynchronous style may help solve some of the aforementioned challenges, however, it manifests its own. Since it is very close to the flipped classroom style [6,7], it can help students go each at their own pace, but the lack of immediate interaction while watching the recording may affect their understanding for the remainder of the recorded lecture. Consequently, this might lead to doubling the amount of time and effort dedicated for each class.…”

Section: Introductionmentioning

confidence: 99%

A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

Hassan

Dallal

Zaghloul

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Section: Introductionmentioning

confidence: 99%

A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

Hassan

Dallal

Zaghloul

2021 ASEE Virtual Annual Conference Content Access Proceedings

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“…Moreover, 54% of them had discarded using that method later, because of their doubts in the method's effectiveness in ECE classes and how would the students perceive it [14]. In contrast, recent work shows that the use of active learning techniques is growing faster among young ECE faculty and students, and especially during the pandemic and remote learning [2,15]. The usage of active learning techniques was essential in order to maintain students' level of engagement and focus in the isolated learning environment that was forced on all of us [15].…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, recent work shows that the use of active learning techniques is growing faster among young ECE faculty and students, and especially during the pandemic and remote learning [2,15]. The usage of active learning techniques was essential in order to maintain students' level of engagement and focus in the isolated learning environment that was forced on all of us [15]. Unlike traditional inperson classroom, the effectiveness of active learning techniques in an online remote classroom has not been investigated enough.…”

Section: Introductionmentioning

confidence: 99%

A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

Hassan,

Dallal,

Zaghloul

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Dr. Dallal's primary focus is on education development and innovation. His research interests include biomedical signal processing, biomedical image analysis, computer vision, machine learning, networked control systems, and human-machine learning. Dr. Dallal's pedagogy and engineering research interests are on active learning, flipped classroom, problem-based learning, and collaborative learning. Mohamed ZaghloulMohamed A. S. Zaghloul was born in Cairo, Egypt, in 1987. He received his B.E. degree in Electronics and Electrical Communications Engineering in 2009, and his M.Sc. degree in Engineering Physics in 2012, both from the Faculty of Engineering at Cairo University. In 2019, he received a Ph.D. from the Electrical and Computer Engineering department of the University of Pittsburgh, in developing optical fiber sensors for monitoring harsh environments. Since 2019, he has been appointed as an Assistant Professor in the same department of the same school. Zaghloul is a recipient of multiple research and teaching awards; he currently holds the John C. Mascaro Faculty Scholarship in Sustainability.

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“…The performance of students in an in-person classroom and an online classroom can vary significantly [7], [8]. In an in-person classroom, students can interact with their peers and the instructor in real-time, which can help them to better understand the material and stay engaged.…”

Section: Introductionmentioning

confidence: 99%

“…Additionally, in-person classrooms often provide more opportunities for hands-on learning and collaboration. A recent study surveyed electrical and computer engineering (ECE) students about their preference for teaching methodology during the pandemic, The majority of the responses were in favor of having in-person class meetings [9], [10]. On the other hand, online classrooms can be more convenient and allow students to work at their own pace.…”

Section: Introductionmentioning

confidence: 99%

Does student performance decline in online classroom setup? A study of students’ performance in ECE controls class

Dallal

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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With the strike of COVID-19, all schools transitioned to online learning. Studies conducted during the pandemic indicated that many instructors and students expressed that their experience has degraded compared to the regular face-to-face class meetings. During remote classes, students' attention spans were observed to be lower than ever before. Additionally, many students expressed that they are struggling with their learning and feel disconnected from the class and their classmates [1]. As a result, class attendance also dropped to unpreceded levels. Currently, although most of the schools returned to in-person instructions, thanks to the declined infection rate after the development of different vaccines, online and hybrid class meetings are still an option for conducting a class, especially for those students who might contract COVID during the semester. In this work, we study the students' performance in a linear control course across three different cohorts: pre, during, and after the pandemic. Statistical analysis of students' exam scores is used to infer whether the online experience significantly affected the students learning or not. We use data from the course offering in fall 2019, fall 2020, and fall 2021, where the taught modules and final exams were kept the same. In addition, while the homework assignments were not identical, they were of the same level of difficulty and coverage, so we extend the study to include the students' performance using the homework assignments too. To study how the same student cohort reacts to different class meeting modes of the same subject, we study the students' perception of the change in teaching mode, from in-person to online, during the offering of a feedback control course in the summer of 2022. In that semester, with the same body of enrolled students, we taught the first half of the semester in-person and the second half online. We fixed the class activities and teaching pedagogy throughout the semester. We compared students' scores, participation rate, and attendance rate in the in-person modules vs their scores in the online modules. The statistical analysis of student scores in the two courses showed that students' performance in remote setup is significantly higher than, or at least the same as, student performance in in-person offerings of these two courses. Finally, we used an anonymous student survey to capture students' perceptions of the change in the teaching mode during the semester. Students indicated that the transition to remote learning made it hard to stay engaged in class. However, class activities and class recordings helped to mitigate these shortfalls.

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Student Performance in Partially Flipped ECE Laboratory Classes

Cited by 13 publications

References 27 publications

A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

A Survey-Based Study of Students’ Perspective on Different Remote Teaching Styles During COVID-19

A Comprehensive Study on The Effectiveness of Active Learning Techniques in Remote Learning Classes

Does student performance decline in online classroom setup? A study of students’ performance in ECE controls class

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