MANAGING AN ONLINE CLASSROOM ENVIRONMENT IN A CIVIL ENGG COURSE USING CANVAS

MANAGING AN ONLINE CLASSROOM ENVIRONMENT IN AN UNDERGRADUATE COURSE IN CIVIL ENGINEERING DURING THE COMMUNITY QUARANTINE Dr. Andres Winston C. Oreta Professor, Civil Engineering Department, DLSU, Manila Email: andyoreta@yahoo.com 1 May 2020

ABSTRACT: The imposition of the community quarantine due to the COVID-19 pandemic in Metro Manila at the start of the second week of March 2020 resulted to a change in the teaching and learning environment in many universities including De La Salle University such that the faculty and the students have to adopt an online platform in the delivery and completion of the academic courses for the rest of the term. This paper presents the author’s experience and lessons as he manages an online classroom environment in the under graduate course on Theory of Structures using the universitywide Lasallian online learning management system (AnimoSpace) and other internet-based and digital tools.

KEYWORDS: Online Learning, Canvas, AnimoSpace, Theory of Structures, Civil Engineering, COVID-19, Quarantine 1. INTRODUCTION The author has been an active user of internet-based and digital tools in the practice of his profession as an engineering educator and civil engineer. His blog (Figure 1 - http:digitalstructures.blogspot.com) has posted articles on various topics like structural engineering for kids, outcomes-based education, photo-videos on understanding earthquakes and disasters, engineering education, computer applications in civil engineering and faculty and student researches in structural engineering. He has used internet-based and digital tools in the delivery and conduct of several courses in the classroom such as developing a web-based learning module in structural analysis [1][2], students developing their own computer applications using Visual Basic [3] [4], development of learning modules in structural analysis for a computer-aided structural analysis laboratory course [5], producing photovideo presentations in aid of teaching [6][7], students developing GUI-based computer games in a programming course [8], using internet-based tools like Yahoo Group in managing files and YouTube in presenting video tutorials Figure 1. http:digitalstructures.blogspot.com [9], use of commercial software like MS Excel and GRASP in a matrix structural analysis course [10] and development of teaching and learning modules using MS PowerPoint and videos in courses like Disaster Readiness and Risk Reduction for senior high school students [11] and Civil Engineering Orientation for CE freshmen [12]. He has applied informally a blended learning approach in some of his courses by complementing face-to-face classroom lectures with online resources [9] such as connecting with the students though Yahoo Group which has several functions such as sending messages and announcements and uploading e-copies of lecture notes and reading materials though the files option which the students can download and read, using the Google form to create surveys and quizzes and students watching video tutorials at YouTube as part of the fourth hour where students are encouraged to do additional work outside of the classroom.

The imposition of a community quarantine due to the COVID-19 pandemic in Metro Manila at the start of the second week of March 2020 resulted to a change in the teaching and learning environment in many universities

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including De La Salle University (DLSU) such that the faculty and the students have to adopt an online platform in the delivery and completion of the academic courses for the rest of the term. The DLSU system is already equipped with AnimoSpace, an online learning management system using the best features of Canvas, a popular cross-platform learning space used by more than 3,000 universities and educational institutions around the world [13]. AnimoSpace was specifically promoted at DLSU to be used by the faculty to adopt a “blended learning” approach in the delivery of courses in the university. “Blended learning is an approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods” [14]. With the imposition of the community quarantine, blended learning is not anymore possible but a fully online learning platform must be adopted by the faculty using both synchronous and asynchronous lectures. The author is relatively a neophyte in the use of Canvas having started using it only starting AY 2018-2019 for offline uses like posting the course syllabi, uploading e-copies of lecture notes and references and posting announcements. Thus, managing an online classroom environment using the AnimoSpace platform in combination with readily available internet-based and digital tools has become a challenge to the author. This paper presents the author’s experience and lessons as he manages an online classroom environment in the under graduate course on Theory of Structures using the university-wide Lasallian online learning management system (AnimoSpace) and other internet-based and digital tools.

2. EXPLORING ANIMOSPACE (CANVAS) AnimoSpace which is powered by Canvas consists of “various immersive and interactive components” [13] where the faculty can design teaching and learning modules, post announcements and assignments, create quizzes and surveys, conduct conferences or online lectures, record attendance, engage students to do collaborative work, develop videos and monitor student’s mastery of the subject matter. The author through the support of DLSU’s office of ASIST (Academic Support for Instructional Services and Technology) has explored the variety of tools that may be used in management of an online classroom environment.

Figure 3. AnimoSpace Page (Syllabus)

The author has so far utilized the following components of Canvas:

1. Posting of the Syllabus – The posting of the syllabus is very simple. You just copy and paste the syllabus prepared in MS Word to the space for Syllabus (Figure 2).

2. Posting of Announcements – The Announcements tool is an effective way to connect with the students. The faculty can post announcements and these will be automatically delivered Figure 3. AnimoSpace Page (Announcements) to the students through their email addresses (Figure 3) 3. Uploading of Files – Any file of any format (Word, PDF, PPT, and MP4) can be uploaded at the Files section. Students can easily access and download the files.

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4. Posting of Assignments – Assignments can be posted and student can submit the requirements in various modes such as uploading a file.

5. Conducting Conferences – Canvas has the Conference tool where online lectures can be conducted. In a Conference, the faculty announces the schedule and the students login and join the conference on the said date.

The faculty delivers the lecture by uploading the PowerPoint presentation (PPT or PDF format) and presents the lecture just like presenting in a classroom.

The faculty can even share his computer monitor during the presentation. The faculty can see the names of the students present during the conference. Hence, during the online lecture, he can call-out their names to check if they have any questions and to engage them to Figure 4. The author during an online lecture participate actively. Students can ask questions via audio or chat. The faculty can respond also via audio or chat. Figure 4 shows the faculty ready to conduct the conference with the PowerPoint file already uploaded.

6. Conducting Online Quizzes – One of the best features of Canvas is conducting online quizzes. At the Quizzes page (Figure 5), instructions and problems can be posted and the questions can be designed with required input to the answers of varied forms like fill in the blanks, multiple choice, True or False or numerical answers with acceptable range of values assigned as correct answers. Points can be assigned per question.

Based on the correct answers assigned during the creation of the quiz, Canvas automatically checks the student’s answers and assign the points per question and get the total score for the quiz. The faculty can also moderate the quiz by checking the answers of each student and may assign partial points to be added to the Figure 5. AnimoSpace (Quizzes) total score.

Other components of Canvas that the author has not explored are Marks, Discussions, Modules, Collaborations and Studio.

3. ONLINE DELIVERY OF CONTENT AND ASSESSMENT OF LEARNING OUTCOMES Theory of Structures II (TSTRUC2) is a continuation of the structural analysis series of the BSCE curriculum.

This course is essential for a civil engineer in designing various types of structures. The course focuses on the analysis of statically determinate and indeterminate trusses, beams and frames for reactions, internal forces and displacements using classical methods. The course has three learning outcomes (LO). The students must be able: • LO1. To analyze and calculate statically determinate and indeterminate planar trusses for reactions, internal forces and displacements.

• LO2. To analyze and calculate statically determinate and indeterminate beams for reactions, internal forces and displacements.

• LO3. To analyze and calculate statically determinate and indeterminate planar frames for reactions, internal forces and displacements.

Each learning outcome is assessed through the problem set and long quizzes resulting to the following course requirements: (a) 3 Problem Sets = 15%, (b) 3 Long Quizzes = 60% and (c) Final Exam = 25%. The course requirements involves rigorous analysis and computations including understanding of concepts.

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A Problem Set which is a group work is completed during problem solving period in the classroom, continued outside of the classroom and submitted as hard copies, while a Long Quiz is conducted at the classroom for one and half hours, closed notes and books. Before the community quarantine took effect, the assessment for LO1, specifically Problem Set No. 1 and Long Quiz No. 1, have been completed through the traditional mode. Hence, learning outcomes, LO2 and LO3 were completed online. The problem sets for LO2 and LO3 are submitted online using Google Form or Assignments in Canvas.

3.1 Online Delivery of Content The delivery of content in TSTRUC2 was done using the three components in Canvas: 1. FILES – Electronic copies of the lecture note, reference materials and textbooks are uploaded in FILES and students can freely access and download the files. The specific sections for LO2 and LO3 in the textbooks are indicated for their guidance.

2. ANNOUNCEMENT – Video tutorials uploaded in YouTube about LO2 and LO3 are announced for student viewing at their own time and pace. The advantage of video tutorials is that it can be viewed many times until the student understands the subject matter and examples. In Canvas, once you post the YouTube link, an image of the YouTube video is automatically displayed in the ANNOUNCEMENT Page (Figure 6).

Hence, students simply click the link and can watch instantly.

Figure 6. Announcement with YouTube video links

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3. CONFERENCES – Online lectures are conducted through the Conference in Canvas. During the online lectures, PowerPoint presentation of the lecture notes with aid of a pen was used just like in a face-to-face chalk and blackboard lecture in a classroom (Figure 7). The online lectures are conducted synchronously where students can interact with the faculty during the lecture.

Figure 7. PowerPoint slides with markings of a pen during the online lectures

3.2 Online Quizzes The online quizzes are conducted using the CONFERENCE and QUIZZES components of Canvas and Google Form. See Appendix A for an example of the contents of an online quiz.

The online quiz is conducted in three phases: 1. Phase 1 (Problem Solving) – Students are required to login and join the Conference in Canvas. Attendance can be checked here. The problems are displayed one at a time and for each problem, the students are given about 30 minutes for problem solving (Figure 8).

NO. 1. The beam has a constant modulus of elasticity (E) and moment of inertia I. Analyze the frame using the Slope Deflection Method. You are expected to determine the following: (a) Degree of Static & Kinematic Indeterminacy, (b) Joint rotations, (c) End Moments, (d) End Shears and (d) Reactions. Use Sign Convention: + Clockwise. (Include the sign in the final answer, if negative only)

This will be displayed for 30 minutes

2. Phase 2 (Inputting the Final Answers) – After the problem Figure 8. A problem in the long quiz solving time, the students access the QUIZZES section of Canvas and input their final answers using the solution in the problem solving phase. The questions in Phase 2 are mostly numerical answers with a little multiple choice. Figure 9 shows some questions about long quiz problem in Figure 8 and the final statistics of correct and wrong answers. The time limit for Phase 2 is 20 minutes for 20 questions. This phase is equivalent to 70% in Long Quiz No. 2 and 60% in Long Quiz No. 3 in the total score for the long quizzes.

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3. Phase 3 (Uploading of Solutions) – To assure that the students did not just guess or obtain the final answers from others, the solutions done in Phase 1 are required to be submitted by uploading the files in Google Form. The students take a photo of their solutions, copy and paste in a Word file and upload in PDF format (Figure 10). The students are given 30 minutes to accomplish the final phase. The solution is checked manually and is equivalent to 30% in Long Quiz No. 2 and 40% in Long Quiz No. 3 in the total score for the corresponding long quiz.

Figure 9. Questions for the Problem in Figure 8

Figure 10. Sample Uploaded Solution

The students’ performance in the long quizzes is presented in Table 1. The average of the scores in the long quizzes for both the classroom and online quizzes are shown for the two sections (EH and EI). As expected, the scores for online quizzes are relatively higher than in the classroom-based quiz. The possible reasons for the higher scores in the online quizzes compared to the classroom-based quiz are: (a) students can freely open their notes and textbooks in an online quiz and (b) the possibility that some students consult their classmates during the quiz. Hopefully, the time limit for problem solving, inputting the final answers and uploading the solution may put some pressure to the students and this will reduce the possibility of students contacting their classmates during the quiz. There are still a few who did not perform well in the online quizzes (specifically in Long Quiz No. 2) as observed in the scores less than 60% in spite of the open notes/textbooks advantage.

Section EH (N = 31 students) EI (N = 18 students) N (Scores < 60%) N (Scores > 70%) Highest Score (EH/EI) Lowest Score (EH / EI)

Table 1. Average of the Scores in the Long Quizzes Long Quiz No. 1 Long Quiz No. 2 (Classroom) (Online) 85 93 77 85 3/49 3/49 33/49 42/49 100 / 100 100 / 100 57 / 53 55 / 55

Long Quiz No. 3 (Online) 98 92 1/49 46/49 100 / 100 73 / 65

4. FEEDBACK FROM STUDENTS ON THE ONLINE CLASSROOM ENVIRONMENT To assess the implementation and improve the conduct of an online classroom environment, a survey was conducted from the TSTRUC2 students on a number of issues related to their experience in the new online platform using Google Form. The following sections presents the result of the survey from 34 respondents from a total of 49 students or 70%.

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4.1 Online Lectures vs Classroom Lectures â&#x20AC;˘

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All of the respondents attended at least one of the online lectures conducted during the community quarantine. Most of students (25/34) attended the three online lectures even if attendance for the online lectures is optional.

When asked which mode is more effective in their learning and understanding of the subject matter, the students still consider classroom or face-to-face lectures (32/34 or 94.1%) as more effective compared to online lectures.

SURVEY RESULTS ON ONLINE LECTURES VS CLASSROOM LECTURES

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4.2 Online Lectures vs YouTube Video Tutorials • During the community quarantine, the synchronous online lectures were not required but asynchronous lectures through YouTube video tutorials from different content developers including the author’s are listed to be viewed by the students. Majority of the students viewed at least a video tutorial with 22/34 (64.7%) having viewed more than four of the recommended video tutorials.

• Comparing online lectures vs video tutorials on effectiveness in their learning and understanding of the subject matter, students stated that online lectures (22/24 or 64.7%) are more effective compared to video tutorials. One reason shared by the students is that in video tutorials they cannot ask nor clarify if there is something unclear in the presentation unlike in an online lecture where the teacher can respond instantly to the students’ queries during the presentation.

SURVEY RESULTS ON ONLINE LECTURES VS YOUTUBE VIDEO TUTORIALS

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4.3 Online Lectures vs Online Notes â&#x20AC;˘ Lecture notes, electronic copies of textbooks and references uploaded in Canvas (Files) can easily be accessed and downloaded by the students. The specific sections in the textbooks are specified to guide the students on which part of the textbook they should focus. Four (11.8%) stated that they read all recommended notes and textbook sections, while two (5.9%) did not ready any of the electronic notes. 44.1 % (15/34) read at most of the recommended notes and textbook sections. â&#x20AC;˘ Comparing online lectures vs electronic notes on effectiveness in their learning and understanding of the subject matter, students stated that online lectures (27/34 or 79.4%) are more effective compared to just reading electronic copies of notes and textbooks..

SURVEY RESULTS ON ONLINE LECTURES VS ONLINE NOTES

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4.4 Comparison of Online Modes of Delivery â&#x20AC;˘ The students were asked to compare the three modes of delivery used during the community quarantine.

Online lecture (20/24 or 58.8%) is still their preferred mode compared to watching video tutorials and reading electronic copies of notes and textbooks. â&#x20AC;˘ An online learning dependent on video tutorials is not acceptable to the majority of the students. Online lectures must always be conducted and may be more effective when complemented with the other modes like video tutorials and/or e-notes.

SURVEY RESULTS ON ONLINE MODES OF DELIVERY

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4.5 Practice Online Quiz â&#x20AC;˘ Practice online quizzes are conducted to familiarize the students on the Canvas platform and to serve as a formative assessment and review for the actual quiz. Almost all (32/34 or 94.1%) tried the online practice quiz. â&#x20AC;˘ About 80% (27/34, combined data for absolutely and very much effective) stated that the practice online quizzes were effective in their learning the concepts and preparation to the actual quiz.

SURVEY RESULTS ON PRACTICE ONLINE QUIZ

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4.6 Online Quiz (OLQ) and Classroom Quiz (CLQ) â&#x20AC;˘ The students experienced both the classroom quiz (Long Quiz No. 1) and online quiz (Long Quiz No. 2 & 3) during the community quarantine. Very interesting feedback is obtained from the survey. When asked which mode (online or classroom quiz) they prefer, the result is more or less even (52.9% CLQ vs 47.1% OLQ). â&#x20AC;˘ However, when asked which mode is more effective in assessing the mastery and understanding of the subject matter, a majority (28/34 or 82.4%) stated that the classroom quiz is more effective. From the feedback in the survey, the students stated that in a classroom quiz, they are forced to memorize formulas and requires more practice to be really prepared compared to an online quiz which is open notes and hence there is a feeling of dependence on the notes.

SURVEY RESULTS ON ONLINE QUIZ AND CLASSROOM QUIZ

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4.7 Online Quizzes • During the online quizzes, it is interesting to know how the students manage themselves considering that they are free to open notes and consult their classmates under a time limit. 82.4% (28/34) says that they sometimes check their notes and textbooks, while 11.8% (4/34) never checked their notes and textbooks during the online quiz. There is a question on when do they check their notes/textbooks during the online quiz. Here is a summary of their responses: a) I check if the problem is similar to my notes: 3/34 or 8.8% b) I verify if I use the correct formula: 29/34 or 85.3% c) I follow the procedure in my notes to guide me in solving the problem: 11/34 or 32.4% d) I read my notes if I do not how to solve the problem: 5/34 or 14.7% e) I never check my notes during the online quiz: 5/34 or 14.7% • More than half at 55.9% (19/34) never consulted their classmates during the online quiz while there is one student who always consult his/her classmate.

• To determine if an online learning environment will have an impact on the students’ performance if they learn online but will take the quiz in a traditional classroom with restrictions (closed notes/textbooks and no consultation with classmates), about 67.6% (29/34) says that their performance will still be above average and/or outstanding. This is a good feedback meaning that online learning can still prepare students for classroom quizzes and exams like the licensure exam which is closed notes.

SURVEY RESULTS ABOUT ONLINE QUIZZES

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4.8 Online Classroom and Face-To-Face Classroom Environments â&#x20AC;˘ Comparing online and face-to-face classroom environments, a majority of the students (29/34 or 85.3%) says that the face-to-face classroom environment is still more effective than online environment to their learning experience. â&#x20AC;˘ As to satisfaction of the students to their online classroom experience during the community quarantine, at least 61.8% (Very satisfactory and Satisfactory) says they were satisfied with the implementation of the online mode of teaching learning conducted by the teacher. Three students or 17.6% (Unsatisfactory and Very Unsatisfactory) responded that they are not satisfied.

SURVEY RESULTS ON ONLINE AND FACE-TO-FACE CLASSROOM ENVIRONMENTS

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4.9 Analytical Hierarchy Process (AHP) Analysis Part of the Google form survey is a comparison of two options using AHP techniques. For example, there is a question on choosing their preference between (a) ONLINE LECTURES and (b) CLASSROOM LECTURES on effectiveness with respect to their learning and understanding of the concepts and examples. Based on their choice, they give a score to their preference using the following rating scale: a) b) c) d) e)

9 means my preferred mode is “Absolutely Effective,” 7 mean “Very much more effective,” 5 means “Much more effective,” 3 means “Somewhat more effective” and 1 means “both are equally effective.”

Using AHP techniques, the weights on effectiveness of the two can then be computed. Shown below is a summary of the weights obtained when two options are compared. The AHP results are consistent with the previous data. Here is a summary of the figure shown.

• Classroom lectures are more effective with a weight of 0.86 vs online lectures.

• Online lectures are more effective with a weight of 0.80 vs video tutorials.

• Online lectures are more effective with a weight of 0.82 vs E-notes.

• Classroom quizzes are more effective with a weight of 0.84 vs online quizzes • Face-to-Face classroom environment is more effective with a weight of 0.86 vs an online learning environment.

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AHP RESULTS ON COMPARISON OF OPTIONS

5. STUDENT FEEDBACK AND SUGGESTIONS 5.1 Feedback on the conduct of online lectures The survey solicited feedback on the conduct of the online lectures and quizzes.

The online lectures provided for TSTRUC2 were the best compared to online lectures provided by other subjects. Presentations and online materials were well prepared and were effective in teaching the lessons.

The online lectures were almost like classroom lectures, and I prefer it because it is more time efficient for learning.

The professor is amazing at teaching and providing explanation when we do not understand the solution; and the explanation is much clearer and straight forward than notes or video tutorials. Also we can't ask the video tutorial how or why the equation came to be

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Online lectures are effective since I can listen and write down notes and answer the problem set afterwards.

Out of all the lecture materials that were sent, my favorite is the moment distribution PowerPoint presentation. It contained simple and effective slides; also, there was a voice over by the professor as on the steps were about. If it's possible, then I would prefer if all lecture materials would be in this format – PPT with audio. See Appendix B. The PowerPoint with audio on the topic moment distribution method is what I found the most effective to learn via online. See Appendix B. I like the consultation sessions.

5.2 Suggestions from Students The survey also solicited suggestions from the students on the following issues: a) Advantages of an Online Quiz/Exam for assessment of student performance Extreme comfort at home, Less stressful environment Open notes allows us to study notes and double check if the formula or procedure is correct Students may consult classmates Instantly get the quiz results back b) Disadvantages of an Online Quiz/Exam for assessment of student performance Not a classroom setting, Improper environment Internet and technical problems Full “cheating mode” for those who do not know the concept entirely Academic dishonesty, “cheating” is easy Students can be prone to relying on others’ answers Time pressure in uploading solutions Open notes may result to no mastery of formulas Students don't study as hard and don't retain what they've learned from the lectures c) Suggestions on how to improve an online classroom environment in a course similar to TSTRUC2 Use stylus or similar gadget to point out the items so you don't use the mouse Show more examples during online lectures Record the online lecture as a video so that the students can replay the lecture anytime Adopt a similar method to the way Khan Academy shows solutions in YouTube Open a Discussion at AnimoSpace for the class for each topic discussed. This way, other students who have the same question can read through the discussion. These can then be clarified in succeeding online classes.

Conduct longer online classes with students answering the problems in the online class so that they can ask the professor if they need help during problem solving Demonstrate a problem solving for one or two items whether by pre-recorded video or YouTube video with pauses for questions and clarifications More E-Notes with audio Give more time during quizzes, since some might have problems with their Wi-Fi connection 6. LESSONS AND CHALLENGES After conducting online teaching and learning to the students in TSTRUC2 during the community quarantine, the author came to realize the challenge to faculty members in managing a fully online classroom environment.

Lessons can be learned from the teacher’s experience and feedback from the students.

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As a summary, the author presents in graphical form the online classroom teaching and learning environment discussed in the previous sections. Indicated in the graphics are the AnimoSpace (Canvas) and digital tools (MS PowerPoint, Google Form) used in implementing the online classroom environment.

MY ONLINE CLASSROOM TEACHING & LEARNING FRAMEWORK COURSE ORIENTATION & ROADMAP

Upload the SYLLABUS @ Canvas Post the Roadmap @ Canvas (ANNOUNCEMENTS) Synchronous Teaching & Learning

FACULTY-BASED TEACHING ACTIVITIES

Teacher designs PPT presentations Teacher conducts online lectures & live consultation @ Canvas (CONFERENCES)

Asynchronous Learning

STUDENT-BASED LEARNING ACTIVITIES

Students study uploaded E-Notes & PPT files @ Canvas (FILES) Students access shared links of YouTube Videos @ Canvas (ANNOUNCEMENTS) Students view recorded online lectures @ Canvas (CONFERENCES) Formative Learning Students solve Problem Sets posted @ Canvas (ASSIGNMENTS) Students assess knowledge through Practice Quizzes @ Canvas (QUIZZES)

Asynchronous Assessment: Problem Sets Students upload completed Problem Sets @ Google Form/Canvas (ASSIGNMENTS)

LEARNING OUTCOMES ASSESSMENT

Synchronous Assessment: Quizzes & Finals Online Problem Solving @ Canvas (CONFERENCES) Online Inputting of Answers @ Canvas (QUIZZES) Uploading of Solutions @ Google Form

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Here are some of the author’s insights and reflection about the experience in managing an online classroom environment in the course on Theory of Structures II: a) ADJUSTMENT AND ADAPTATION IN AN ONLINE CLASSROOM: Since a completely online classroom environment is relatively new, the students are not used to the new online platform and thus they need more time and experience to adjust and adapt. This may be the reason why in the feedback majority of the students still prefer the face-to-face lectures and the more formal classroom environment vs the online platform. b) INTERACTION IN SYNCHRONOUS ONLINE LECTURES: Students prefer online lectures because there is interaction between the faculty and the students. There is a positive feedback on how the online lectures using the Conference tool of Canvas was conducted. The use of PowerPoint presentations with a pen provides a similar experience for them just like a chalk and blackboard lecture in a classroom.

Student interaction and participation can be managed during the online lecture. The online lectures can be recorded for students to replay the lecture. c) MASTERY OF SUBJECT MATTER: The students can perceive the potential weakness of online quizzes vs classroom quizzes. The “mastery of the subject matter” may be compromised due to their freedom to open notes and consult their classmates. The achievement of learning outcomes and their performance in the CE Licensure Exams may also be affected. d) DIGITAL TOOLS FOR ASYNCHRONOUS LEARNING: PowerPoint presentations with audio may be a good alternative to video lectures in asynchronous online lectures based on the feedback from the students. e) CHALLENGES: The challenges for the faculty for a completely online platform in teaching civil engineering courses for the following issues are: ONLINE QUIZZES: How to design online quizzes and exams that will minimize or eliminate student consultation (“cheating”) and open notes/textbooks (if possible) AUTHENTIC ASSESSMENT: How to design individual and group authentic assessment tasks (both formative and summative) that the students can do at home and that lead to mastery of the subject matter and achievement of learning outcomes considering that the students have the option to open notes and textbooks and access the internet.

OPEN-ENDED PROBLEMS: How to design problems that require research and higher levels of thinking skills (analyzing, synthesizing and creating) not just problems with straight-forward or cookbook solutions that involve only lower thinking skills (remembering, applying) GROUP LEARNING ACTIVITIES: How to design group learning activities that promote interaction among students and with the faculty which is limited in an online environment The author’s experience in carrying-out a fully online teaching and learning environment in TSTRUC2 is very enriching and challenging. The author is now highly motivated to enhance his skills on online teaching by exploring the use of the other components of AnimoSpace (Canvas) and by attending webinars about online education.

REFERENCES • • •

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[1] Oreta, A. W. C. and Baylon, M (2000), “Web-Based Learning through Objective Questions,” SEARCC 2000, November 13-15, Westin Philippine Plaza [2]Oreta, A.W.C. (1999). "Developing a Web-Based Learning Module in a Basic Civil Engineering Course", Computer Applications in Engineering Education, Vol. 7, No. 4, pp. 235-243.

[3] Oreta, A.W.C. (2002). “Developing Students’ Skills and Interest on Software Development for CE Applications at De La Salle University, 2nd International Conference on Engineering Education (ICEE 2002), PATE, February 21-23, Manila [4] Oreta, A.W.C. and Balili, A.P.B. (2015). "Demonstrating Students' Skills on Integrating Knowledge of Math and Engineering in an Applied Programming Course in Civil Engineering," Computer Applications in Engineering Education, July 2015, Volume 23, Issue 4, pp 630-637, Wiley Periodical, Inc., Copyright: Statistical Society of Canada, Online ISSN: 1099-0542

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[5] Oreta, A.W.C. (2004). “Understanding 2D Structural Analysis: Learning Modules in the Modeling & Analysis of Structures,” 3rd International Conference on Engineering Education (ICEE), July 26-27, 2004, Philippine Plaza, Organized by PATE & AUN/SEED Net 6] Oreta, A.W.C. (2006). “Producing Personal Multimedia Presentations to Enhance Engineering Education,” CD Proc.

International Civil Engineering Education Congress and 7th National CE Education Congress, Oct 18-21, Angeles University Foundation [7] Oreta, A.W.C. (2008). “Understanding Earthquakes & Disasters: Photo-Video Presentations for Public Awareness and Education,” PICE Midyear Convention, June 26-28, 2008, Clark, Pampanga [8] Oreta, A.W.C. (2007). “Computer-Based Games and Software in Civil Engineering as Educational Tools,” Science & Technology Congress, De La Salle University – Manila, July 4, 2007 [9] Oreta, A.W.C.. (2012). “Exploring a Variety of Teaching and Learning Activities to Address Learning Outcomes in Structural Engineering Courses,” Proc. International Conference on CE Education (ICCEE2012), Nov. 9-10, 2012, De La Salle University, Manila ISSN 2244-3738 [10] Oreta, A. and Valerio, D. (2016). “Addressing a broad range of student outcomes in the course on Matrix Theory of Structures,” Phil. Journal of Engineering Education, Vol. 4 No. 1, Oct. 2016, PP. 7-13, ISSN 0115-3447, Published

by Phil. Assoc. of Engineering Schools (PAES) [11] Developing teaching and learning modules for a disaster readiness and risk reduction subject, – Renan Tanhueco (Presenter) and co-authors: Andres Oreta, Jose Edgar Mutuc, Edgar Vallar, Lessandro Garciano, Mary Geraldine Yumang and Efren DeLa Cruz, Symposium on Disaster Resilience and Sustainable Development (DRSD 2019) held on March 7-8, 2019 at the Asian Institute of Technology, Bangkok, Thailand.

[12] “Implementing the Civil Engineering Orientation Course in the Revised BSCE Curriculum at De La Salle University” - Andres Winston Oreta, Lessandro Estelito Garciano, Rodolfo Mendoza, Jr. and Krister Ian Daniel Z. Roquel. Iinternational Conference on Engineering Education (ICEE-PHIL 2019) was held at the Grand Xing Imperial Hotel, Iloilo City, from October 21 - 22, 2019 [13] “AnimoSpace: The Lasallian Learning Management System” (2018). https://medium.com/@DLSUManila/animospace-the-lasallian-learning-management-system-ff836eb17970 [14] https://en.wikipedia.org/wiki/Blended_learning

ABOUT THE AUTHOR Andres Winston C. Oreta is a professor at the Department of Civil Engineering (Structural Engineering Division) of De La Salle University (DLSU), Manila, Philippines. He was a former chair of the CE Dept. and graduate director of the GCOE. He was the CE Dept. QA Coordinator (2014-2015) and GCOE Quality Assurance Office Director (2015-2016). He was the lead person of the CE Dept. in the implementation of Outcomes Based Education (OBE) in the dept... He was the 2014 DLSU Awardee, St. Benilde Romancon Pillar of Lasallian Excellence Award in Teaching and Winner-Outstanding Teacher, Lasallian Excellence Awards 2009, and Students’ Search for Outstanding Teachers (SSOT). He has conducted action research and presented and published papers on civil engineering education.

ACKNOWLEDGEMENTS The author wish to thank Dr. Jasper Vincent Alontaga of DLSU ASIST for responding to any queries and request in the use of the AnimoSpace (Canvas). The conferences conducted by ASIST are very useful in the learning of the various components of Canvas. The cooperation and participation of the students of TSTRUC2 Sections EH and EI (Term 2 Ay 2019-2020) in the conduct of the online learning activities and surveys is deeply appreciated.

This paper can be downloaded at: • https://issuu.com/andyoreta/docs/paper-tstruc2-online_learning-awco/22 • https://www.scribd.com/document/459570126/MANAGING-AN-ONLINE-CLASSROOMENVIRONMENT-IN-AN-UNDERGRADUATE-COURSE-IN-CIVIL-ENGINEERING-DURING-THECOMMUNITY-QUARANTINE

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Appendix A TSTRUC2 â&#x20AC;&#x201C; Online Long Quiz No. 2 â&#x20AC;&#x201C; Analysis of Beams and Plane Frames Problem I. Refer to Figure I in answering the questions (1 to 6) below. The beam shown below has a constant modulus of elasticity (E) and moment of inertia I. Analyze the beam shown in Figure I. E = 10 GPa, I = 4.50 (106) mm4. You must be able to determine the following: (a) Beam reactions, (b) Shear and Moment Diagram Values, and (c) Midspan deflection 300 N/m A

C

B

2m

2m

Figure I 1.

2.

3.

4.

5.

6.

The magnitude of the vertical reaction at A in N (Indicate sign: upwards is +) (Ans: + 450) The magnitude of the maximum negative shear in the beam in N (Ans. 150) The magnitude of the maximum positive bending moment in the beam in N-m (Ans. 338) The magnitude of the bending moment in the beam at the roller C in N-m (Ans. 0) The midspan deflection of the beam in mm (Indicate sign: upwards is +) (Ans. - 11.11) The maximum deflection of the beam is located at midspan. True or False (Ans. False)

Problem II. Refer to Figure II in answering the questions (7-13). The beam in Figure I is modified and a roller was installed at B. Using the force method, solve for the reaction at the roller and then draw the resulting shear and bending diagrams. You must determine the following: (a) Reaction at the roller support B and (b) Shear and Moment Diagram Values 300 N/m A 2m

B

2m

C

Figure II 7.

8.

9.

10.

11.

12.

13.

The degree of static indeterminacy of the beam is _____ (Ans. 1) The magnitude of the vertical reaction at A in N (Indicate sign: upwards is +) (Ans: 262.5) The magnitude of the vertical reaction at B in N (Indicate sign: upwards is +). (Ans: + 375) The magnitude of the vertical reaction at C in N (Indicate sign: upwards is +). (Ans: -37.5) The magnitude of the maximum positive shear in the beam in N. (Ans. 262.5) The magnitude of the maximum positive bending moment in the beam in N-m. (Ans. 115) The magnitude of the maximum negative bending moment in the beam in N-m. (Ans. 75)

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Problem III. Refer to Figure III in answering the questions (14 â&#x20AC;&#x201C; 20). For the plane frame with EI constant (Assume EI=1) shown below in Figure III, you must be able to solve the reactions and draw the PVM diagrams of the frame. Moreover, you will be required to determine the vertical deflection and rotation at B neglecting axial effects.

A 6 kN/m

3.0 m

B

C 6.0 m Figure III

14.

The vertical reaction at C in kN. (Indicate sign: upwards is +) (Ans. 0) 15.

The moment reaction at C in kN-m (Indicate sign: clockwise is +) (Ans. -27) 16. The axial force in member BC in kN (Indicate sign: Tension is +, Compression is -) (Ans. â&#x20AC;&#x201C; 18) 17. The internal moment at B in member BC in kN-m (Ans, 27) 18. The shear force in member BC in kN (Ans. 0) 19.

The magnitude of the rotation at joint B in radians assuming EI =1. (Ans, 162) 20.

The vertical deflection at B in mm assuming EI = 1. (Ans. 486)

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