The Adaptation of Online Project-Based Learning in Computer Engineering Education Settings

Abstract

While many universities offered some online courses in computer engineering prior to the COVID-19 pandemic, few offered project-based courses in a fully virtual mode. This has changed with pandemic-related restrictions. When converting to an online-only mode, active-learning projects and lab components of computer engineering courses pose additional challenges because they require face-to-face interaction and specialized equipment. In this paper, we present how we adapted a year-long capstone course to be fully online at a public university in California, U.S., and report our findings based on students’ perceptions. Our major findings are: 1) students’ satisfaction rates of online courses improved over the one year of online-only learning, and 2) students tended to prefer synchronous lectures, but the difference in preference between synchronous vs. asynchronous teaching was not significant.