TY - GEN
T1 - Students' Perception and Satisfaction on Technology-enhanced Active Student Engagement in Remote Teaching and Learning
AU - Ahshan, Razzaqul
N1 - Publisher Copyright:
© 2022 IEEE.
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PY - 2022/3/28
Y1 - 2022/3/28
N2 - This paper presents technology-enhanced Active Student Engagement (ASE) techniques for online teaching and learning during the COVID-19 epidemic. ASE techniques include interactive teaching strategies, student interactions, active learning techniques, social presence, and customized teaching pedagogies. Such methods were practiced using e-Learning platforms, such as Moodle, and other tools, such as Google Meet, Jamboard, Google Chat, Discussion Group, Google Meet Breakout Room, Mentimeter, and electronic writing devices. A customized structure using the aforementioned ASE techniques and tools was practiced for daily online classes for three consecutive semesters during the pandemic. The course instructor conducted surveys to evaluate the student's perception and the level of satisfaction about the ASE techniques, tools, and scaffolding used for the Electrical Circuit Analysis I course at the end of each semester. The survey reveals that the practiced ASE techniques, tools, and customized structure are efficient and effective in active student engagement during online teaching. It also indicates several challenges that the students have faced during the online sessions.
AB - This paper presents technology-enhanced Active Student Engagement (ASE) techniques for online teaching and learning during the COVID-19 epidemic. ASE techniques include interactive teaching strategies, student interactions, active learning techniques, social presence, and customized teaching pedagogies. Such methods were practiced using e-Learning platforms, such as Moodle, and other tools, such as Google Meet, Jamboard, Google Chat, Discussion Group, Google Meet Breakout Room, Mentimeter, and electronic writing devices. A customized structure using the aforementioned ASE techniques and tools was practiced for daily online classes for three consecutive semesters during the pandemic. The course instructor conducted surveys to evaluate the student's perception and the level of satisfaction about the ASE techniques, tools, and scaffolding used for the Electrical Circuit Analysis I course at the end of each semester. The survey reveals that the practiced ASE techniques, tools, and customized structure are efficient and effective in active student engagement during online teaching. It also indicates several challenges that the students have faced during the online sessions.
KW - COVID-19
KW - Technology-enhanced teaching and learning
KW - active learning
KW - active student engagement
KW - online education
UR - http://www.scopus.com/inward/record.url?scp=85130433725&partnerID=8YFLogxK
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UR - https://www.mendeley.com/catalogue/d5c18956-7f99-35e0-be89-1de550e37dcd/
U2 - 10.1109/educon52537.2022.9766628
DO - 10.1109/educon52537.2022.9766628
M3 - Conference contribution
AN - SCOPUS:85130433725
SN - 9781665444347
T3 - 2022 IEEE Global Engineering Education Conference (EDUCON)
SP - 1055
EP - 1061
BT - Proceedings of the 2022 IEEE Global Engineering Education Conference, EDUCON 2022
A2 - Jemni, Mohammed
A2 - Kallel, Ilhem
A2 - Akkari, Abdeljalil
PB - IEEE Computer Society
T2 - 13th IEEE Global Engineering Education Conference, EDUCON 2022
Y2 - 28 March 2022 through 31 March 2022
ER -