Precovid, Covid and Post Covid Classes and Online Engineering

The covid pandemic has altered the way in which people live and the academic environment is no exception. Covid has changed the way in which classes are conducted and a lot of classes were held online and students were adapting faster to the changing needs and learning, projects and assessment can all happen online along with the regular pattern, which is a positive scenario. The paper is about the success story of the blended mode of education during the covid times and the transformation in the education sector due to the changes and subsequent developments in the field of education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Design, Implementation, and Evaluation of Online Bioinformatics and Neuroinformatics Labs

In recent years, online laboratories have become highly integrated into the educational process due to the development of distance learning tools as well as circumstances associated with the Covid-19 pandemic. As part of a master's degree program in bioinformatics and neuroinformatics, in the academic years 2020–2021 and 2021–2022, the mandatory module "Laboratory Education (LE)” included 9 labs which transitioned to online delivery. A questionnaire was administered to all participants examining their self-reported learning as well as their satisfaction with each lab, the educational material associated with each lab, as well as the facilitator in each lab. A total of 73 postgraduate students completed the questionnaire. According to the results, the overall satisfaction from each laboratory ranged from 3.94 to 4.49/5.00. Furthermore, there is a variety of values in self-reported learning ranging from 23 to 50/50. Finally, although 7 out of 10 students indicated they are satisfied with the distance structure of LE, 8 out of 10 say they prefer LE to be carried out with a physical presence in the labs. © 2023,International journal of online and biomedical engineering. All Rights Reserved.

The Need for E-Learning Standards for Online Laboratory Management Systems

E-Learning education, Massive Online Open Courses (MOOCs) and Small Private Online Courses (SPOCs) have been ex-panding in the last decade. However, it increased in giant strides during the COVID-19 pandemic when the schools and universities did not have another option than to use remote education. Having a general understanding of E-Learning technology is not enough to implement an engineering virtual classrooms and laboratories. E-Learning standards are needed in all areas of E-Learning Systems such as online educational web applications, Learning Management Systems, and online labs, among others to gain interoperability, scalability, sustainability, security, privacy, and safety. The main objective of this paper is to discuss in general the current standards and technologies applied to E-Learning systems and analyze the need for a specific standards for Online Laboratory Management Systems (OLMS). © 2022 IEEE.

Precovid, Covid and Post Covid Classes and Online Engineering

The covid pandemic has altered the way in which people live and the academic environment is no exception. Covid has changed the way in which classes are conducted and a lot of classes were held online and students were adapting faster to the changing needs and learning, projects and assessment can all happen online along with the regular pattern, which is a positive scenario. The paper is about the success story of the blended mode of education during the covid times and the transformation in the education sector due to the changes and subsequent developments in the field of education. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Teaching Control System Using Online Mixed-Reality Experiment During and After COVID-19 Era

Recently, a huge number of universities worldwide are having their education interrupted, partially or fully by the COVID-19 global pandemic especially teaching laboratories for engineering students. In this paper, an online Mixed Reality (MR) experiment is initiated to serve the electrical and mechanical engineering students during and after the COVID-19 era. The MR approach is based on the use of real measured data which are obtained through normal on-campus experiment operation, where the obtained results are stored for use in online experiments. Hence, both on-campus students and distance (remote students) will get the same outcomes from the experiment. In this paper, a linear positioning control system MR experiment is implemented based on the Proportional-Integral-Derivative (PID) controllers. The user “student” can control the speed of an aerofoil wing fixed on a controllable positioning carriage, understand analytically and experimentally the open-loop control system, compare the results with the closed-loop control system using the P, PI, PID classical controllers and is evaluated throughout a self-assessment. The experiment is fully designed and implemented using NI LabView software using NI myRIO-1900 embedded controller device to control the aerofoil horizontal movement and manipulate the PID gain parameters. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Interactive Online Aerodynamics Experiment: Lift and Drag on an Aerofoil Wing

Following the Covid_19 pandemic situation, the development of future online teaching and learning methodologies should focus on providing remote (distant) students with the same required skills as in a typical standard operation. In engineering education, experimentation has a critical role for students to acquire key physical concepts. Wing lift and drag measurements are the most important experiments in aerodynamics courses, where the design of any proposed online experimentation method should ensures that the student will gain the same practical skills as in a normal standard on-campus situation. Consequently, this design must ensure that the required theoretical, analytical concepts, and experimental skills are fully covered in any proposed online learning mechanism for the current and post Covid_19 situation. This paper presents an effort towards the development of new teaching and learning mechanism for aerodynamics experiments along with the corresponding assessment for online implementation in post Covid_19 situation. The experiment has been developed using an online mixed-reality (MR) approach, which will provide the students the ability to operate the experiments from anywhere at any time through access to an online platform that hosts the mixed-reality (MR) experiment. © 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.

Sound teaching online: Lab kits for remote and socially distanced instruction in a general education acoustics course

A lab kit that has been developed for teaching a general education acoustics course online has proven useful for socially distanced instruction in seated courses as well. This paper provides an overview of the kit and experiences with adapting and using it to provide flexibility for students in all modalities of instruction during COVID-19. © 2022 Acoustical Society of America.

Students' perspective on the interactive online anatomy labs during the COVID-19 pandemic.

PURPOSE: New training methods sprung up using communication technologies after the suspension imposed on Greek Universities due to restrictive measures against the COVID-19 pandemic. The current questionnaire-based study evaluates the efficacy and utility of the interactive online anatomy labs (ONALs) in assisting the assimilation of anatomy and substituting dissection labs during the pandemic. METHODS: ONALs consisting of video recorded demonstrations of dissected cadavers were developed so that real-time dialogue and interaction between tutor and students was feasible. First- and second-year medical students who were taught neuroanatomy and splanchnology and first-year dental students who were taught head and neck anatomy evaluated the ONALs. RESULTS: One hundred and sixty students participated. The 61 students (38.13%) attended the splanchnology, 58 (36.25%) the neuroanatomy, and 41 (25.63%) the head and neck anatomy course. 86.9% of the participants found the ONALs beneficial for their study. The 75.5% with previous experience of a "face-to-face" dissection replied that the ONALs cannot substitute satisfactorily "face-to-face" dissections. 63.8% replied positively to the ONALs maintenance after the pandemic. CONCLUSIONS: The study's novelty is based on the maintenance of the greater possible interaction between tutors and students during the ONALs, in contrast to the previously described usage of dissection educational videos in anatomy. Our findings reinforce the established statement that "a teaching dissection is an irreplaceable tool in anatomy education". However, the ONALs were well-received by the students and can be kept on as a supplementary teaching modality and can be proven quite useful in Medical Schools that lack cadavers.

Delivery of online electronics and mechatronics labs during lockdowns

This paper provides a detailed explanation of several approaches that can be used to conduct online labs for elec-tronics/mechatronics engineering courses and explains the results obtained from a survey conducted. The detailed explanations provide information on how to implement the method, benefits of the stated process, possible challenges, and how to overcome those challenges. Furthermore, this paper presents the analyzed results from a survey conducted to capture the student experience in online labs. © 2021 IEEE.

Addressing the need for online engineering labs for developing countries

Before the pandemic, the United Nations Sustainable Development Goals included cutting learning poverty in half by 2030. The COVID-19 pandemic has had severe negative impact on education throughout the world and set back progress toward this goal. Science, Technology, Engineering and Mathematics (STEM) education include laboratory experiences. Engineering and Technology program Accreditation Agencies deem labs critical to an engineer's education and require it in the criteria for international accreditation. While converting traditional instruction to virtual instruction posed a challenge to all, developing countries faced higher constraints of limited bandwidth, connectivity, and household access to technology. Once the access problems are resolved, universities still have the challenge of providing inclusive access to online laboratory experiments, particularly for engineering students. This paper presents current solutions for online Engineering laboratories and proposes an online lab management system and a federated lab model appropriate for developing countries that the Latin American and Caribbean Consortium of Engineering Institutions (LACCEI) is currently developing and piloting. © 2021 IEEE.

Mastery Learning for Undergraduates in Engineering

The paper gives examples on the importance of mastery learning, that is learning a profession to its perfection and even extending it to excellence, in engineering education and in engineering training, such as the CO-OPs, especially during the undergraduate years. In order to achieve it, only academic counselling is not enough;it needs a more intimate 'mentoring' for both incoming Freshmen and outgoing Senior undergraduates. During the present crisis of COVID-19 and in the post-COVID-19 scenario thereafter in engineering education, when online instructions are rapidly replacing in-presence lectures at the undergraduate level, mastery learning is even more important in order to avoid professional limitations, and in the long run of lifelong learning, professional obsolescence. © American Society for Engineering Education, 2021

”Examining the Changing Perceptions of Graduate Students' Role as Teaching Assistant with Online and Hybrid Labs during COVID-19” (Instruction)

The transition from traditionally face-to-face “in-person” courses to hybrid/online laboratory courses as a result of the COVID-19 pandemic has fundamentally altered how these labs are delivered in the mechanical engineering curriculum at Clemson University. This paper seeks to capture the graduates' and undergraduates' changing perceptions of the roles and responsibilities that graduate laboratory assistants (GLAs) have in the delivery of course material within the context of this transition. GLAs from the mechanical engineering laboratory courses were invited to participate in a survey to provide feedback on how they perceived their own roles and responsibilities as GLAs for in-person labs compared to their roles after the labs had transitioned to hybrid/fully-online formats after the onset of the COVID-19 pandemic. Junior- and senior-level undergraduate mechanical engineering students currently enrolled in a hybrid/online lab were also invited to participate in a survey to provide similar feedback on how they perceived their GLAs pre- and post-transition to hybrid/online lab modality. The analysis of the survey responses then informed the selection of two experienced GLAs to participate in more in-depth individual interviews to share their experiences during this transition and discuss best practices for moving forward. An overarching theme of the results was that while undergraduate students consistently viewed their GLAs' roles as those of graders, knowledge resources, and facilitators, the GLAs began to identify strongly as facilitators only after the transition to hybrid/online labs. Interview participants expressed frustration with the lack of meaningful interaction with students in the hybrid/online course modality that warred with their desire to help students grow and think more deeply about course material. Both undergraduate students and GLAs alike agreed on a need for change in several key aspects of the hybrid/online lab delivery in order to improve its sustainability as a lab course modality. © American Society for Engineering Education, 2021