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dc.contributor.authorS, Esther Florence
dc.contributor.authorSelvan, Krishnasamy T
dc.contributor.authorEspinosa, Hugo G
dc.contributor.authorFurse, Cynthia
dc.date.accessioned2022-02-24T00:52:24Z
dc.date.available2022-02-24T00:52:24Z
dc.date.issued2021
dc.identifier.isbn978-1-7281-4670-6en_US
dc.identifier.doi10.1109/aps/ursi47566.2021.9703844en_US
dc.identifier.urihttp://hdl.handle.net/10072/412667
dc.description.abstractOnline learning for undergraduate education brings about a vast change in the dynamics of a classroom. A virtual classroom mandates active learning by the students [1]. This brings a transformation in the teaching/learning paradigm [2]. A full-term course on electromagnetics or its allied subjects requires the use of visual aids, ‘hands-on’ practice, and active student participation to enable effective teaching. Game-based learning and simulation-based mini-projects have been proven to be successful in teaching in an otherwise challenging subject [3]. The literature, however, is rather scarce in relation to teaching a short-term (15 hours) electromagnetics-based undergraduate course in a fully online mode. This manuscript attempts to decode the teaching-learning process for a short-term course electromagnetics based course. This manuscript presents a case study of a short-term, one-credit course on ‘Bioelectricity’, specifically curated to deliver important insights on how electromagnetic (EM) waves interact with the human body. The course was split into two major sections: (1) Physics of interaction between EM waves and body tissues, and (2) Practical applications. The course was offered for the first time as an elective course to undergraduate students from all science and engineering departments of the Sri Sivasubramaniya Nadar (SSN) College of Engineering, Chennai, Tamil Nadu, India. Regular feedback about various aspects of the course was obtained via surveys distributed (1) at the time of registration for the course, (2) during the course, and (3) at the end of the course. The response rate for each of the surveys was 100% of the 28 students in the class. Microsoft Teams® was the platform used for the online delivery of the course. The course was delivered by academics of the SSN, including a guest lecture delivered byen_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherIEEEen_US
dc.publisher.placePiscataway, NJen_US
dc.relation.ispartofconferencename2021 IEEE International Symposium on Antennas and Propagation and USNC-URSI Radio Science Meeting (APS/URSI)en_US
dc.relation.ispartofconferencetitle2021 IEEE International Symposium on Antennas and Propagation and USNC-URSI Radio Science Meeting (APS/URSI)en_US
dc.relation.ispartofdatefrom2021-12-04
dc.relation.ispartofdateto2021-12-10
dc.relation.ispartoflocationSingaporeen_US
dc.subject.fieldofresearchSpecialist studies in educationen_US
dc.subject.fieldofresearchElectrical engineeringen_US
dc.subject.fieldofresearchcode3904en_US
dc.subject.fieldofresearchcode4008en_US
dc.titleExperiences from teaching an online short-term course on bioelectricity during the pandemicen_US
dc.typeConference outputen_US
dc.type.descriptionE1 - Conferencesen_US
dcterms.bibliographicCitationS, EF; Selvan, KT; Espinosa, HG; Furse, C, Experiences from teaching an online short-term course on bioelectricity during the pandemic, 2021 IEEE International Symposium on Antennas and Propagation and USNC-URSI Radio Science Meeting (APS/URSI), 2021en_US
dc.date.updated2022-02-23T06:40:16Z
gro.hasfulltextNo Full Text
gro.griffith.authorEspinosa, Hugo G.


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