Student Learning Outcomes in Two Fundamental ECE Courses with Multi-Modal Delivery During COVID Response

Olga Mironenko, Yuting W. Chen

Research output: Contribution to journalConference articlepeer-review


The purpose of this work is to evaluate the learning outcomes of students in two sophomore-level ECE core courses (signals & systems and introductory programming) at the University of Illinois Urbana-Champaign during COVID response. Both courses were offered in the spring of 2021 with multi-modal delivery. In each course, students were self-selected into either the in-person or online section, and both sections were taught by the same instructor. We analyze the performance of students attending in-person lectures vs. online lectures in each course. Categories for comparison include scores for homework assignments, quizzes (when applicable), midterm exams, and the final exam. Additionally, we examine students' satisfaction with their final course letter grades by their decision to choose the pass/no-pass grade option. Our findings show that in both courses, students in the in-person group performed better than those in the online group. Student satisfaction was also higher for the in-person group, as indicated by the percentage of those who chose the pass/no-pass grade option.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - Jun 25 2023
Event2023 ASEE Annual Conference and Exposition - The Harbor of Engineering: Education for 130 Years, ASEE 2023 - Baltimore, United States
Duration: Jun 25 2023Jun 28 2023

ASJC Scopus subject areas

  • General Engineering


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