Development, Implementation, and Evaluation of an Asynchronous Online Electric Circuits Laboratory

The project developed, implemented, and evaluated a complete asynchronous online version of an electric circuits laboratory for the 2020 summer and fall semesters. In order to perform the labs, electronics kits, which contained a Diligent Analog Discovery 2 Device (AD2), or equivalent, as well as a breadboard, wires, operational amplifiers, diodes, resistors, capacitors, and inductors, were sent to each student. Videos were made to demonstrate the set-up of the AD2 software and hardware, as well as the operation of the AD2 and the assembly and testing of initial labs. The online labs were adjusted from the onsite versions to allow for the AD2s capabilities (and limitations) and for the reduction in the choice of components, but were equivalent in terms of complexity, content, and student learning objectives. While the labs were to be performed asynchronously, students could consult virtually with the instructors, and could show their circuits and the software results and receive help with the debugging and running of their circuits. There were two layers of assessment. The first was the usual course assessment, in which the post-lab reports were graded. The second assessment involved pre- and post-lab surveys and focus groups for both onsite and online students. Twelve students took the online version in the summer. Thirty-five took the course in the fall – 19 took the online version and 16 took the onsite version. Summer online students felt frustrated and lost some of the time, but not constantly. Students felt the support they received from the instructor was timely and helpful. In spite of their frustration, they felt positive about using the test and measurement equipment and about the design, simulation, and assembly of electric circuits. Students were neutral about their ability to debug circuits. Their assessment scores were at the same level of students who had previously taken the lab onsite. Fall students do not feel they will have a better experience online (as compared to onsite) and they do not feel they will learn as much. They are neutral as to whether or not they expect adequate help online. To date, it appears that while students are apprehensive about performing the labs online, after completing the lab, both the quantitative assessment and the student attitudes indicate that the student learning objectives can be achieved in the online, asynchronous environment. Post-lab survey results and focus group summaries for the fall cohort will be available in December.