Moving lab‐based in‐person training to online delivery: The case of a continuing engineering education program
Background Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective This study explores how a...
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Published in | Journal of computer assisted learning Vol. 39; no. 4; pp. 1167 - 1183 |
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Main Authors | , , , , |
Format | Journal Article |
Language | English |
Published |
Chichester, UK
John Wiley & Sons, Inc
01.08.2023
Wiley Wiley Subscription Services, Inc |
Subjects | |
Online Access | Get full text |
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Abstract | Background
Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous.
Objective
This study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants.
Method
The study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems).
Results and Conclusion
Both online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs.
Lay Description
What is already known about this topic
During the COVID‐19 pandemic, many in‐person lectures were converted to online lectures for undergraduate students, and some online lectures satisfied the students.
Many researchers reported that the online participants yielded positive results, and the performance of online participants was comparable to that of in‐person participants.
However, the participants mentioned that some of the challenges of online learning include poor concentration, internet losses and poor understanding of the use of technology.
What this paper adds
A description of how in‐person training can be converted to online training for adult learners is a unique context since they bring experience to the learning process.
A comparison of the performance of adult learners trained using in‐person performed compared to those trained in‐person.
The implications of study findings for practitioners
The study's results indicated that both the online and the traditional in‐person programs yield almost similar results; thus, online education programs can be used when in‐person is impossible.
Online education programs can be used when in‐person is impossible, and the best practice guidelines drawn from the study can benefit similar engineering continuing education programs. |
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AbstractList | Background
Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous.
Objective
This study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants.
Method
The study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems).
Results and Conclusion
Both online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs.
Lay Description
What is already known about this topic
During the COVID‐19 pandemic, many in‐person lectures were converted to online lectures for undergraduate students, and some online lectures satisfied the students.
Many researchers reported that the online participants yielded positive results, and the performance of online participants was comparable to that of in‐person participants.
However, the participants mentioned that some of the challenges of online learning include poor concentration, internet losses and poor understanding of the use of technology.
What this paper adds
A description of how in‐person training can be converted to online training for adult learners is a unique context since they bring experience to the learning process.
A comparison of the performance of adult learners trained using in‐person performed compared to those trained in‐person.
The implications of study findings for practitioners
The study's results indicated that both the online and the traditional in‐person programs yield almost similar results; thus, online education programs can be used when in‐person is impossible.
Online education programs can be used when in‐person is impossible, and the best practice guidelines drawn from the study can benefit similar engineering continuing education programs. Abstract Background Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective This study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants. Method The study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems). Results and Conclusion Both online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs. Lay Description What is already known about this topic During the COVID‐19 pandemic, many in‐person lectures were converted to online lectures for undergraduate students, and some online lectures satisfied the students. Many researchers reported that the online participants yielded positive results, and the performance of online participants was comparable to that of in‐person participants. However, the participants mentioned that some of the challenges of online learning include poor concentration, internet losses and poor understanding of the use of technology. What this paper adds A description of how in‐person training can be converted to online training for adult learners is a unique context since they bring experience to the learning process. A comparison of the performance of adult learners trained using in‐person performed compared to those trained in‐person. The implications of study findings for practitioners The study's results indicated that both the online and the traditional in‐person programs yield almost similar results; thus, online education programs can be used when in‐person is impossible. Online education programs can be used when in‐person is impossible, and the best practice guidelines drawn from the study can benefit similar engineering continuing education programs. Background: Online learning has recently surged due to the COVID-19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous. Objective: This study explores how a large university in the Southeastern United States of America converted an in-person Lean Manufacturing professional course into synchronous online learning for industry participants. Method: The study analysed the performance of 212 in-person and 43 online industry participants and examined the views of online participants about the training. Paired t-tests, one-way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in-person and online groups on the three competencies (Lean culture, problem-solving and Lean systems). Results and Conclusion: Both online and in-person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in-person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in-person to synchronous online engineering continuing education programs. BackgroundOnline learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online learning, and various online teaching and learning environments emerged, both asynchronous and synchronous.ObjectiveThis study explores how a large university in the Southeastern United States of America converted an in‐person Lean Manufacturing professional course into synchronous online learning for industry participants.MethodThe study analysed the performance of 212 in‐person and 43 online industry participants and examined the views of online participants about the training. Paired t‐tests, one‐way multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance (ANCOVA) were utilized to evaluate the performance of the in‐person and online groups on the three competencies (Lean culture, problem‐solving and Lean systems).Results and ConclusionBoth online and in‐person programs performed equally well in two Lean Manufacturing competencies: Lean systems and problem solving. The online program outperformed the in‐person program in the third competency, Lean culture. Overall, the participants had a positive experience with the structure and organization of the online program, and their impression of the online learning environment for the program was positive. The study findings indicated that Lean Manufacturing could be trained effectively online and in person. Best practices are suggested for the conversion of in‐person to synchronous online engineering continuing education programs. |
Audience | Higher Education Postsecondary Education Adult Education |
Author | Swan, Gerry M. Akafuah, Nelson Parsley, David M. Maware, Catherine Huang, Kun |
Author_xml | – sequence: 1 givenname: Catherine orcidid: 0000-0002-9991-1511 surname: Maware fullname: Maware, Catherine email: catherine.maware@uky.edu organization: University of Kentucky – sequence: 2 givenname: David M. surname: Parsley fullname: Parsley, David M. organization: University of Kentucky – sequence: 3 givenname: Kun surname: Huang fullname: Huang, Kun organization: University of Kentucky – sequence: 4 givenname: Gerry M. surname: Swan fullname: Swan, Gerry M. organization: University of Kentucky – sequence: 5 givenname: Nelson surname: Akafuah fullname: Akafuah, Nelson organization: University of Kentucky |
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Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online... Background: Online learning has recently surged due to the COVID-19 global pandemic. Because of the pandemic, many universities were forced to move to online... Abstract Background Online learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to... BackgroundOnline learning has recently surged due to the COVID‐19 global pandemic. Because of the pandemic, many universities were forced to move to online... |
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Title | Moving lab‐based in‐person training to online delivery: The case of a continuing engineering education program |
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