Tools for simultaneous online and in‐person teaching in a Linear Circuit Analysis subject
During the first semester of 2020–2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID‐19 pandemic: students were able to attend in‐person or online, as long as the in‐person att...
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| Vydáno v: | Computer applications in engineering education Ročník 30; číslo 6; s. 1774 - 1794 |
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| Jazyk: | angličtina |
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Hoboken
Wiley Subscription Services, Inc
01.11.2022
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| ISSN: | 1061-3773, 1099-0542 |
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| Abstract | During the first semester of 2020–2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID‐19 pandemic: students were able to attend in‐person or online, as long as the in‐person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in‐person or online. Specific software tools were used for the in‐advance seat reservation and simultaneous online and in‐person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in‐person or online average examination marks (p = .133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course. |
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| AbstractList | During the first semester of 2020–2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID‐19 pandemic: students were able to attend in‐person or online, as long as the in‐person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in‐person or online. Specific software tools were used for the in‐advance seat reservation and simultaneous online and in‐person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in‐person or online average examination marks (p = .133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course. During the first semester of 2020–2021, classes for Linear Circuit Analysis subjects (Mechanical Engineering Degree, Miguel Hernandez University of Elche, Spain) were taught in a dual way because of the COVID‐19 pandemic: students were able to attend in‐person or online, as long as the in‐person attendance limit was not surpassed. The same strategy was used for exams: each student decided whether to take the exam in‐person or online. Specific software tools were used for the in‐advance seat reservation and simultaneous online and in‐person class attendance, and examination tools and strategies, with a special emphasis on avoiding online cheating. Online attendance was preferred by students (averaging 64.9% of global attendance for lectures and 84.5% for exams), with abrupt increases during the worst episodes of the pandemic. Video recordings of the lectures were made available to all of the students, with the most viewed video being accessed over 200 times. Concerning evaluation, no statistically significant differences were found between in‐person or online average examination marks ( p = .133), which may be an indicator of low online cheating. Student feedback showed their satisfaction with the dual teaching strategy, despite their initial doubts at the beginning of the course. |
| Author | Vicente, M. Asunción Fernández, César |
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| Cites_doi | 10.4018/IJDET.20210401.oa3 10.4018/978-1-7998-4769-4.ch005 10.1002/jee.20022 10.1145/3341215.3356305 10.1109/FIE.2017.8190460 10.1007/978-981-15-4474-3_60 10.1145/3408877.3432515 10.35537/10915/69818 10.1109/TMM.2017.2656064 10.1109/PAEP49887.2020.9240879 10.46661/ijeri.5003 10.1109/ISCAS.2011.5937781 10.1002/cae.22355 10.1109/ICETA.2013.6674447 10.1002/cae.22419 10.1109/ICPCES.2014.7062809 10.4236/jss.2021.92003 10.1080/01587919.2021.1911629 10.1038/s41539-020-00083-3 10.1002/cae.21849 10.1109/EDUCON.2019.8725204 10.1109/ACCESS.2021.3060192 10.1371/journal.pone.0239490 10.1186/s41239-021-00247-0 10.1007/s13347-021-00476-1 10.3390/ijerph18042127 10.1088/1361-6552/abb347 10.1088/1757-899X/1016/1/012005 10.1109/SysCoBIoTS48768.2019.9028027 |
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| Title | Tools for simultaneous online and in‐person teaching in a Linear Circuit Analysis subject |
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