The global learning classroom is an emerging educational trend. The iPodia alliance promotes its peer-learning pedagogy by offering engineering classes with universities around the world. Students’ engagement as one of the important metrics to assess the effectiveness of education design methodology has been under considerable interest for several years. Tri-engagement, comprised of behavioral, cognitive, and emotional engagement provides a comprehensive assessment of learning success. This paper illustrates how a tri-engagement assessment was implemented in a global learning environment and examines the effectiveness of the peer-learning pedagogy in such an environment. This paper proposes a quantitative method using a modified Likert scale (1 to 5 ratings) to assess students’ tri-engagement levels comprised of student and teaching assistant (TA) surveys, video observations, and analysis of facial emotion recognition, through preparation, data collection, and analysis stages. Engagement stimuli and survey questions were designed to obtain the engagement responses of each dimension, and video markers of each class were identified for video observations and facial emotion recognition analysis. Comparisons of tri-engagements between the instructional Q&A activities and the peer-to-peer cohort discussions, different continent regions, and on-site and remote learning are offered. An iPodia global classroom educating engineering design participated by 8 universities, 107 students, 10 TAs, and 1 leading instructor of each class was assessed. Results show that the overall iPodia peer-learning activities experienced positive tri-engagement levels (3.10-4.10 Likert values) from different raters. Students more behaviorally engaged during cohort discussions while they more emotionally engaged during Q&A activities. For cognitive engagements, both the video observer and the TAs thought that Q&A triggered more cognitive engagements, but students self-evaluated that they got better cognitive engagements during cohort discussions. For the observational analysis of continent regions, data were categorized into North America, Europe, the Middle East, and East Asia groups. Although positive results were found to all the regions (3.30-4.00 Likert values), students in Asian campuses experienced the relatively lower tri-engagements, while the Middle Eastern students showed the highest behavioral engagements, and the North American students performed the highest cognitive engagements in those classes. On the analysis of on-site versus remote learning, on-site students showed slightly higher engagements in the behavioral and cognitive dimensions than the remote learners, while there’s almost no difference between them in the emotional dimension. In general, the students’ tri-engagements were not significantly affected by the region diversity (\<6% difference) or the remote learning (\<3% difference) of the iPodia learning classroom. That preliminarily proved that the iPodia peer-learning pedagogy maintains positive tri-engagements in a global engineering class.


Assessment of Three-Dimensional Engagement Levels in a Global Peer Learning Environment

Division / Sponsors: 
Aerospace, Bioengineering, Applied Mechanics, Design Engineering Division, Advanced Energy Systems, Manufacturing Engineering Division, Noise Control and Acoustics, Nondestructive Evaluation, Diagnosis, and Prognosis (NDPD), Nuclear Engineering Division, Process Industries Division, Fluids Engineering, Heat Transfer, Materials, Microelectromechanical Systems, Safety Engineering and Risk Analysis, Computers & Information in Engineering


Paper Proceedings: https://asmedigitalcollection.asme.org/IMECE/IMECE2020/volume/84478

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