Abstract
During the COVID-19 pandemic, online teaching and learning became an indispensable choice for instructors and students to continue their teaching and learning without interruption. After the COVID-19 pandemic, most students are very happy to resuming face to face teaching and learning in classroom, but some students still request to offer an online option to meet their various learning needs, which has triggered the author’s further thinking about effectiveness and efficiency of these two course delivery modes to instructors’ teaching and students’ learning. In this paper, the author will use assessment data collected under these two course-delivery environments respectively for teaching Vibration Theory in mechanical engineering program at Saint Martin’s University as a case to carry out a comparative study of online and classroom teaching using actively learning pedagogy. Based on the data collected, advantages and disadvantages of each delivery mode to effectiveness and efficiency of teaching and learning using actively learning pedagogy have been discussed from the learners’ point of view as well as instructor’s point of view. The comparative study and data analysis will help engineering educators to have a direct insight of pros and cons of online and classroom teaching when active learning pedagogy is used. Based on the results of this comparative study, a new hybrid course delivery mode has been proposed. The new mode combines the advantages and avoids the disadvantages of both online and classroom teaching to better support active learning pedagogy for delivery of engineering courses.
Author Information
Shawn Duan, Saint Martin’s University, United States
Paper Information
Conference: IICE2025
Stream: Teaching Experiences
This paper is part of the IICE2025 Conference Proceedings (View)
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To cite this article:
Duan S. (2025) Comparative Study of Online and Classroom Teaching of an Engineering Course Using Active Learning Pedagogy ISSN: 2189-1036 – The IAFOR International Conference on Education – Hawaii 2025 Official Conference Proceedings (pp. 511-519) https://doi.org/10.22492/issn.2189-1036.2025.43
To link to this article: https://doi.org/10.22492/issn.2189-1036.2025.43
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