Analysis of undergraduate students’ learning experience regarding hands on laboratory courses using new innovated techniques of hybrid delivery

Year 2020 witnessed a severe adverse effect of COVID-19 pandemic on the engineering and technology education, especially, where laboratory based hands-on activities are integral parts of the learning process. Due to the health risk and CDC guidelines, several universities all over the United States switched to online instructions, mostly relying on virtual lecture delivery tools and simulation software which substitute some lab-based activities. This research is oriented to offer and evaluate the effectiveness of some new methods for lab-based course instruction and assessment. Several courses offered in the Engineering Technology department at NSU, including Manufacturing Processes, Technical Drafting, Electrical Principals and Digital Electronics, require lab-based hands-on activities for strengthening theoretical knowledge. However, the face-to-face meeting with the students in these courses have been restricted due to the pandemic since March 2020. In this situation, we offered several innovative hands-on learning methods and assessment tools customizing respective course requirements. These methods include, (i) giving small individual project, (ii) distributing equipment to the student allowing work at home, (iii) using simulation software, and (iv) providing video instruction for the hands-on activity. The performance of the students are assessed by (v) oral presentation and viva, (vi) random quiz from large question bank, (vii) structured report writing, (viii) personalized lab test by random experimental setup, and (ix) video/picture/product submission from the completed hands-on activity. The effectiveness of these methods and tools is evaluated by a structured survey among the respective students, on a five-point Likert scale defined as, 1—very unsatisfied, 2—unsatisfied, 3—neutral, 4—satisfied, and 5—very satisfied. Statistical analysis of the survey result supports the hypothesis that the students are at least satisfied (H0: µ ≥ 4) with the instruction methods and assessment tools in all four courses listed above. We, in the Engineering Technology department, are continuing our research with several other innovative ideas focused on improving student's learning experience in online and hybrid environment.