Three pilot studies with a focus on asynchronous distance education

Abstract

For the last five years we have been offering our electrical engineering (EE) program to students throughout the state using streaming video lectures and local lab offerings facilitated by traveling lab managers. Much of that time has been spent improving different aspects of our courses such as online office hours, web-based content, distance lab offerings, and online assessment of student work. Although the asynchronous lecture approach provides increased access for working students who are completing the program on a part-time basis, it poses a number of instructional challenges. This paper discusses several ongoing pilot studies which investigate the effectiveness of auxiliary techniques that supplement the instruction for both the local and distance students who are enrolled in these classes. These studies use technology to expand the resources available to the student. One study uses mini-videos and quizzes to address review material, reading assignments, and lab equipment training. Another looks at the use of flipping the classroom to make room for in-class problem solving. A third project uses pre-homework assignments and online quizzing with incremental feedback to promote student self-directed learning and improve student confidence. Student survey data, relative student performance, and faculty workload will all be discussed. © American Society for Engineering Education, 2014.