Transitioning MATLAB classes to synchronous online sessions

Dr Matt Moores & Dr Xiaoping Lu | Engineering and Information Sciences (EIS)

We successfully transitioned our face-to-face MATLAB laboratory classes to synchronous sessions via Zoom, and found that the organisation and teamwork displayed by our students was much more prominent in online instruction than when these classes were previously delivered face-to-face. 

 

MATH283/MATH291/STAT291 “Advanced Engineering Mathematics & Statistics” has a cohort of 370+ second-year engineering students. These students had weekly computer laboratory classes in MATLAB, where they worked together in groups of 4 – 6, a total of 8 groups per class. We wanted to keep the essential aspects of group interaction when transitioning from face-to-face into online mode (this point is important for students supporting each other in isolation). When classes were conducted in person, tutors would mark students’ work on the spot, at the end of the class. Since this would not be feasible, we needed to come up with a different approach.

How? 

Online computer labs were conducted in Zoom, with pre-defined groups for breakout sessions. After introducing the week’s task and answering any questions, the students were split out into groups to work on the task together. The tutor would spend time with each group in turn, where they could share their screen to show anything in MATLAB that they were stuck on. Afterwards, the students were given two weeks to finish their task and upload it to the Assignment activity in Moodle where the tutors then marked the work.

Students were encouraged to take responsibility for encouraging participation from their group members. Generally only 2 or 3 members of each group would attend the online labs via Zoom, but they would follow up with the rest of their group afterwards to work together on the task. This aspect of organisation and teamwork was much more prominent in on-line instruction than when these classes were previously delivered face-to-face. In many cases, students were able to encourage a greater level of involvement from their peers than we would have been able to otherwise.

Reflection 

Almost all of the students kept their video switched off. While this helped with bandwidth, it takes a bit of getting used to a more impersonal mode of teaching. Provide multiple options for the students to ask questions during class: “raising hand” in the chat, by unmuting and talking with you, or through Zoom polls.

If you are teaching online, make sure that students have access to any necessary software packages, either to install on their own computer or via VMWare virtual desktop (log an IMTS ticket if required). It is worth posting instructions on Moodle and also making a short video demonstrating how to access the software, particularly if there is no scheduled lab in Week 1.