From Face-To-Face to a Virtual Classroom in Three Days

Monica Palomo; Bettina Jeanine Casad

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Conference: 2021 ASEE Virtual Annual Conference Content Access
Location: Virtual Conference
Publication Date: July 26, 2021
Start Date: July 26, 2021
End Date: July 19, 2022
Conference Session: Holy Cow! We’re Going Online When?
Tagged Division: Civil Engineering
Page Count: 25
DOI: 10.18260/1-2--37208
Permanent URL: https://sftp.asee.org/37208
Download Count: 349

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Paper Authors

biography

Monica Palomo P.E. California State Polytechnic University, Pomona

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Professor

B.S. Civil Engineering, University of Guanajuato, Gto, Mexico, December 1999.

M.S. Civil Engineering, Kansas State University, Manhattan, KS, May 2003.

PhD. Civil Engineering, Kansas State University, Manhattan, KS , May 2008.

Dr. Palomo is currently a Professor of the Civil Engineering Department in the College of Engineering at California State Polytechnic University, Pomona (Cal Poly Pomona). In this position, Dr. Palomo is responsible for teaching courses such as Introduction to Civil Engineering; Hydraulics; Water and Wastewater Treatment; Groundwater Mechanics; Research Experience of Undergraduate Students; and Engineering Outreach Service Learning courses, among others. She is also a faculty advisor for the California Water Environment Association (CWEA)- American Water Works Association (AWWA) student chapter. Additionally, Dr. Palomo is the CE Water Analysis laboratory director and coordinates all teaching, research and safety training activities in the engineering laboratory. Dr. Palomo conducts research in surface water quality improvement via natural treatment systems, water and wastewater treatment processes, and water education. She is involved in outreach programs for K-12 students to increase the participation of Hispanic female students in STEM fields

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biography

Bettina Jeanine Casad University of Missouri - St. Louis orcid.org/0000-0002-9782-1977

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I am a social psychologist with expertise and research interests in Broadening Participation in Engineering and Engineering Technology. I work with scientists and engineers to develop and evaluate education and traning programs to recruit and retain diverse students and faculty in STEM.

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Abstract

This project investigates the effectiveness of the transition from a face-to-face (F2F) to a virtual classroom environment within a 3-day period as a response to the emergency stay-home order in March of 2020, due to the COVID-19 pandemic. The courses learning objectives were modified for two civil engineering courses (Environmental Engineering and Water & Wastewater Engineering). The pedagogic approach in the F2F environment used the six elements of the ExCEEd Teaching Model. The transition to the virtual classroom utilized the ExCEEd Teaching Model and emphasized synchronous interaction with students to build an effective online learning environment.

A formal assessment of whether the approach was effective in a virtual format was conducted. The hypotheses evaluated included 1) the prediction that the learning objectives could be met regardless of the format in which the class was taught; 2) the prediction that students would engage in discussion, group work and project development in an effective way, regardless of the format in which they communicate; 3) the prediction that students would perform similarly to those that have completed the course F2F; 4) the prediction that the teaching method used in the F2F environment can be used and effective in the virtual environment; and 5) the prediction that the students in the virtual environment would be able to develop a positive rapport with peers and instructor.

Course grade, assignment grades and two online questionnaires were used to test the hypotheses. The study results indicate that when comparing course grades the students in the virtual environment mostly obtained overall slightly higher grades, compared to students that took the course in the F2F format. In addition, results from student end-of-term course questionnaires indicated that over a third (37.9%) of the students agreed the learning objectives were critical to their success. About 97% (n = 64) of students reported the instructor used the learning objectives in each F2F lesson. In response to the virtual classroom experience, the average rating of the instructor’s use of the learning objectives was 3.21 (SD = .886), which was significantly greater than the scale midpoint of 2.0 (Moderately), t(65) = 11.114, p = .001. The positive relationship with the instructor was rated with a mean of 2.78 (SD = 1.071), and t(66) = 5.934, p = .001, which indicates that the actions taken by the professor in and outside of the virtual classroom supported the development of interpersonal rapport. In summary, the six elements of the ExCEEd model were critical for the emergency transition to the online environment.

Citation
Format

Palomo, M., & Casad, B. J. (2021, July), From Face-To-Face to a Virtual Classroom in Three Days Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37208

TY  - CPAPER
AB  - This project investigates the effectiveness of the transition from a face-to-face (F2F) to a virtual classroom environment within a 3-day period as a response to the emergency stay-home order in March of 2020, due to the COVID-19 pandemic. The courses learning objectives were modified for two civil engineering courses (Environmental Engineering and Water &amp;amp; Wastewater Engineering). The pedagogic approach in the F2F environment used the six elements of the ExCEEd Teaching Model. The transition to the virtual classroom utilized the ExCEEd Teaching Model and emphasized synchronous interaction with students to build an effective online learning environment. 

A formal assessment of whether the approach was effective in a virtual format was conducted. The hypotheses evaluated included 1) the prediction that the learning objectives could be met regardless of the format in which the class was taught; 2) the prediction that students would engage in discussion, group work and project development in an effective way, regardless of the format in which they communicate; 3) the prediction that students would perform similarly to those that have completed the course F2F; 4) the prediction that the teaching method used in the F2F environment can be used and effective in the virtual environment; and 5) the prediction that the students in the virtual environment would be able to develop a positive rapport with peers and instructor. 

Course grade, assignment grades and two online questionnaires were used to test the hypotheses. The study results indicate that when comparing course grades the students in the virtual environment mostly obtained overall slightly higher grades, compared to students that took the course in the F2F format. In addition, results from student end-of-term course questionnaires indicated that over a third (37.9%) of the students agreed the learning objectives were critical to their success. About 97% (n = 64) of students reported the instructor used the learning objectives in each F2F lesson. In response to the virtual classroom experience, the average rating of the instructor’s use of the learning objectives was 3.21 (SD = .886), which was significantly greater than the scale midpoint of 2.0 (Moderately), t(65) = 11.114, p = .001. The positive relationship with the instructor was rated with a mean of 2.78 (SD = 1.071), and t(66) = 5.934, p = .001, which indicates that the actions taken by the professor in and outside of the virtual classroom supported the development of interpersonal rapport. In summary, the six elements of the ExCEEd model were critical for the emergency transition to the online environment. 

AU  - Monica Palomo P.E.
AU  - Bettina Jeanine Casad
CY  - Virtual Conference
DA  - 2021/07/26
PB  - ASEE Conferences
TI  - From Face-To-Face to a Virtual Classroom in Three Days
UR  - https://sftp.asee.org/37208
DO  - 10.18260/1-2--37208
ER  -