Moving Hands-On Mechanical Engineering Experiences Online: Course Redesigns and Student Perspectives

Authors

DOI:

https://doi.org/10.24059/olj.v25i1.2465

Keywords:

remote labs, content analysis, reflection, engineering

Abstract

Hands-on lab experiences are essential for enabling students to be successful engineers, especially those who identify as kinesthetic learners. This case study describes how a Mechanical Engineering Practice course sequence was redesigned during the COVID-19 emergency transition to remote learning and examines how students responded to these changes. The remote course included videos of Graduate Teaching Assistants conducting data acquisition phases of the practice session to replace hands-on experiments. To understand student perspectives and performance, researchers reviewed approximately 400 reflective essays from Spring 2020, and compared assignment submissions between Fall 2019 and Spring 2020. Results suggest that some students perceived the loss of hands-on activities as detrimental to their learning and it was not comparable to face-to-face counterparts. Furthermore, students felt forced to develop self-directed learning skills. However, in contrast to student comments in reflective essays, comparisons of assignment submissions suggested that students in Spring 2020 did not receive lower grades or have a reduced demonstration of conceptual knowledge obtained in the course.

Author Biographies

Jaclyn E Johnson, Michigan Technological University

Jaclyn Johnson is a Senior Lecturer in the Mechanical Engineering - Engineering Mechanics department at Michigan Technological University, teaching various mechanical engineering courses, running the Engineering Ambassadors program and advising Senior Capstone Design Teams. Prior to senior lecturer, she was an instructor and research engineer focusing on characterizing fundamental aspects of diesel spray and combustion in an optically-accessible constant volume combustion vessel.

Nancy B Barr, Michigan Technological University

Nancy Barr is a Professor of Practice in the Mechanical Engineering - Engineering Mechanics department at Michigan Technological University. Additionally, she is Deirector of the Engineering Communications Program. She delivers embedded communication instruction to undergraduate students, teaches to graduate engineering communication courses, assists faculty in crafting critical thinking/communication assignments, and trains GTAs and faculty in best practices in evaluating student communication. 

References

Barr, N. (2017). Starting from scratch: Incorporating communication instruction in a revised Mechanical Engineering curriculum. IEEE International Professional Communication Conference (ProComm), 1-5. https://doi.org/10.1109/IPCC.2017.8013933

Basey, J., Sackett, L., & Robinsons, N. (2008). Optimal science lab design: Impacts of various components of lab design on students' attitudes toward lab. International Journal for the Scholarship of Teaching and Learning 2(1), 1-15. https://doi.org/10.20429/ijsotl.2008.020115

Bourne, J., Harris, D.A., & Mayadas, F. (2005). Online Engineering Education: Learning Anywhere, Anytime. Journal of Engineering Education 94(1), 131-146. https://doi.org/10.1002/j.2168-9830.2005.tb00834.x

Brinson, J.R. (2015). Learning outcome achievement in non-traditional (virtual and remote) versus traditional (hands-on) laboratories: A review of the empirical research. Computers & Education 87, 218-237. https://doi.org/10.1016/j.compedu.2015.07.003

Case, J. M., & Light, G. (2011). Emerging research methodologies in engineering education research. Journal of Engineering Education 100(1), 186-210. https://doi.org/10.1002/j.2168-9830.2011.tb00008.x

Clemons, S. A. (2004). Developing online courses for visual/kinesthetic learners: A case study. Instructional Technology and Distance Learning 1(11), 51-62.

Corter, J. E., Nickerson, J. V., Esche, S. K., Chassapis, C., Im, S., & Ma, J. (2007). Constructing reality: A study of remote, hands-on, and simulated laboratories. ACM Transactions on Computer-Human Interaction 14(7), 1-27. https://doi.org/10.1145/1275511.1275513

Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P.A., & Lam, S. (2020). COVID-19: 20 countries' higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching 3(1), 9-28. https://doi.org/10.37074/jalt.2020.3.1.7

Deboer, J., Haney, C., Atiq, S. Z., Smith, C., & Cox, D. (2017). Hands-on Engagement online: Using a randomised control trial to estimate the impact of an at-home lab kit on student attitudes and achievement in a MOOC. European Journal of Engineering Education 44 (1-2), 234-252. https://doi.org/10.1080/03043797.2017.1378170

Hofstein, A., & Lunetta, V.N. (2004). The Laboratory in Science Education: Foundations for the Twenty-First Century. Science Education 88(1), 28 - 54. https://doi.org/10.1002/sce.10106

Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687

Junaidu, S. (2008). Effectiveness Of Multimedia In Learning & Teaching Data Structures Online. Turkish Online Journal of Distance Education 9(4), 97-107.

Koro‐Ljungberg, M., & Douglas, E. P. (2008). State of qualitative research in engineering education: Meta‐analysis of JEE articles, 2005–2006. Journal of Engineering Education 97(2), 163-175. https://doi.org/10.1002/j.2168-9830.2008.tb00965.x

Lindsay, E. D., & Good, M. (2005). Effects of laboratory access modes upon learning outcomes. IEEE Transactions on Education 48(4), 619–631. https://doi.org/10.1109/TE.2005.852591

Lucas, R. W. (2003). The creative training idea book: Inspired tips and techniques for engaging and effective learning. Amacom Books.

Ma, J., & Nickerson, J. V. (2006). Hands-on, simulated, and remote laboratories: A comparative literature review. ACM Computing Surveys 38(3): 1–24. https://doi.org/10.1145/1132960.1132961

Manthalkar, R., Gajre, S., & Joshi, Y. (2020). Education after COVID-19 Disruption. EasyChair Preprint 3431.

Miller, M., Allen, J., Blough, J., De Clerck, J. P., & Endres, W. J. (2014). Curriculum revision to better integrate mechanical engineering science and practice in the 2nd and 3rd undergraduate years. 121st ASEE Annual Conference & Exposition.

Neuendorf, K. A. (2017). The content analysis guidebook (2nd Ed.). SAGE Publications, Inc.

Pusca, D., Bowers, R.J., & Northwood, D.O. (2017) Hands-on Experiences in Engineering Classes: the need, the implementation and the results. World Transactions on Engineering Technology and Education 15(1), 12-18.

Sauter, M., Uttal, D.H., Rapp, D.N., Downing, M., & Jona, K. (2013). Getting real: The Authenticity of Remote Labs and Simulations for Science Learning. Distance Education 34(1), 37-47. https://doi.org/10.1080/01587919.2013.770431

Scanlon, E., Colwee, C., Cooper, M., & DiPaolo, T. (2004). Remote experiments, re-versioning and re-thinking science learning. Computers & Education 43(1-2), 153–163. https://doi.org/10.1016/j.compedu.2003.12.010

Sprenger, M. (2006). Becoming a" wiz" at brain-based teaching: How to make every year your best year (2nd Ed.). Corwin Press.

Terkowsky, C., May, D., Haertel, T., & Pleul, C. (2013). Integrating remote labs into personal learning environments: Experiential learning with tele-operated experiments and E-portfolios. International Journal of Online Engineering 9(1), 12 - 20. http://dx.doi.org/10.3991/ijoe.v9i1.2364

Triona, L. M., & Klahr, D. (2003). Point and click or grab and heft: Comparing the influence of physical and virtual instruction materials on elementary school students' ability to design experiments. Cognition and Instruction 21(2), 149–173. https://doi.org/10.1207/S1532690XCI2102_02

van Susante, P. J., Barr, N. B., Blough, J., De Clerck, J. P., Miller, M., Miskioglu, I., & Odegard, G. M. (2016). Successes and challenges in the implementation and running of the first ME-practice class in the 2nd undergraduate year as part of a curriculum revision. ASEE Annual Conference & Exposition. https://doi.org/10.18260/p.25955

Downloads

Published

2021-03-01

Issue

Section

Section II: Brief Case Studies on the Pivot to Emergency Remote Teaching