THE EFFECT OF EXPERIENTIAL ENGAGEMENT WITH VIRTUAL LEARNING ON UNDERGRADUATE STUDENT SUCCESS

Abstract

The purpose of this study is to better understand the effect of undergraduate engineering student engagement with an experiential learning opportunity on academic success in a virtual format. Students in a second year Civil Engineering Materials course that was virtual due to the COVID-19 pandemic were given the option to shift a portion of the final exam weight onto an experiential project. The project consisted of the construction and loading of a small bridge, introducing an experiential component to the virtual course. As a reflective question onthe final exam, students were asked to record a brief video testimony related to their motivations and any perceived benefits for participating or not participating in theproject. Of the students who participated in the bridge project, 58% were characterized as having thorough or above average knowledge and understanding of the graduate attribute indicators, relative to 33% of students who did not participate. Engagement with the bridge project through experiential learning therefore aligned with strengthened understanding of the graduate attributes, within the restrictions of the remote environment. In planning for future online courses, this study shows a method of engaging students with an experiential activity virtually, its positive effect on academic achievement, and other associated benefits.