Capdevila, L. R. (2021, July), Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--36788

\bibitem{asee_peer_36788}
  Capdevila, L. R. (2021, July), \emph{Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19}
  Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference.
  10.18260/1-2--36788

Lucia Rut Capdevila.  "Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19".  2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July.  ASEE Conferences, 2021.  https://strategy.asee.org/36788 Internet.  08 Jun, 2024

\bibitem{asee_peer_36788}
  Lucia Rut Capdevila.
  "Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19".
  \emph{2021 ASEE Virtual Annual Conference Content Access, Virtual Conference, 2021, July}.
  ASEE Conferences, 2021.
  https://strategy.asee.org/36788 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_36788
author = "Lucia Rut Capdevila"
title = "Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19"
booktitle = "2021 ASEE Virtual Annual Conference Content Access"
year = "2021"
month = "July"
address = "Virtual Conference"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/36788}
number = {10.18260/1-2--36788}
}

TY  - CPAPER
AB  - During the Spring 2020 semester, after the transition to online modality due to the COVID-19
pandemic, student engagement and participation level dropped significantly and student
performance suffered in “Computer Programing for Aerospace Engineers” (AE 30), a lower
division computer programming course in Aerospace Engineering. Cognitive empathy,
metacognition, and zyBooks (specific brand of interactive online course material) are known to
improve student engagement, participation, and performance. Thus, a cognitive empathy
ice-breaker activity, a metacognition exam reflection exercise, and interactive zyBook exercises
were incorporated and implemented in AE 30 to help mitigate the effects of the pandemic in the
new online environment. The current investigation presents the assessment of the activities and
exercises as effective means of improving student engagement, participation, and performance in
an online modality amid a pandemic during the Spring 2020 semester. Instructor observations
revealed that the cognitive empathy ice-breaker was a powerful way to allow students to share
difficult emotions but created a distracting and intimidating atmosphere. However, after the
cognitive empathy ice-breaker, students were more engaged and participative than on other days.
The metacognition exam reflection and interactive zyBook exercises were found to be moderately
correlated to improved student performance.
AU  - Lucia Rut Capdevila
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - Challenges and Successes of the Transition to Online Format of a Lower Division Aerospace Engineering Class during COVID-19
UR  - https://strategy.asee.org/36788
DO  - 10.18260/1-2--36788
ER  -