Engineering Online: Assessing Innovative Education

Haag, Susan; Palais, Joseph C.

doi:10.1002/j.2168-9830.2002.tb00705.x

Cited by 14 publications

(7 citation statements)

References 6 publications

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“…Comparison is made with students who took the course in the traditional way, the 'lecture-homework-exam' format, and it is shown that 'theme course'students developed higher-level skills such as analysis, synthesis and evaluation (Young and Stuart 2000). Also, research on students' performance outcomes, satisfaction and retention rates in a fibre optics course, taught by conventional methods over 20 years, was offered on the Web with great success (Haag and Palais 2002).…”

Section: Theories and Practice On Successful Coursesmentioning

confidence: 99%

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Observations on an introductory engineering course and suggestions for enhancement

Kalkani

Boussiakou

2003

European Journal of Engineering Education

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This paper considers an introductory engineering course that surveys engineering success, engineering design and ethics, EXCEL and MATLAB. Concerns and comments of students who took the course are addressed by employing existing successful theories of learning applied in similar situations and observing the students' characteristics and performance. The course improvements include early lectures by the instructor on engineering design and design tools and stressing the need for EXCEL and MATLAB. The improvements also include the assignment of problems in calculus and physics to be solved with EXCEL and MATLAB, the focus on issues according to the interests of students in the different engineering disciplines, and the emphasis on oral and writing presentation skills. Further, the improvements include the motivation of students in understanding the ABET engineering criteria and in developing enthusiasm towards their engineering studies.

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Section: Theories and Practice On Successful Coursesmentioning

confidence: 99%

“…Regarding the theory of modern techniques introduced in a course (Young and Stuart 2000;Haag and Palais 2002), there will be an effort to use the Internet more in submitting homework, lab reports and projects, although this had already partially applied for some of the assignments handed in.…”

Section: Relating Observations To Theorymentioning

confidence: 99%

Observations on an introductory engineering course and suggestions for enhancement

Kalkani

Boussiakou

2003

European Journal of Engineering Education

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“…In almost all cases, web courses are only based on theoretical/simulation materials [15,16,17,18]. Although limited, even this offering of engineering and technology courses over the Internet has already proven to increase the student retention rate by providing diversity of choice and convenience [19,20,21].…”

Section: A Internet Technology In Educationmentioning

confidence: 99%

“…While simulation and multimedia provide a good learning experience, for effective and complete learning, especially in STEM programs, a mixture of theoretical and practical sessions are needed. Currently, students from distance learning programs have to visit a campus to perform the experiment sessions within a limited period of time [20,4], which is usually insufficient to allow them to complete their learning cycle [22,28]. Making the remote experiment experiments accessible through the Internet would address this problem.…”

Section: B Internet Accessible Remote Experimentationmentioning

confidence: 99%

Internet Accessible Remote Experimentation: Setting the Right Course of Action

Azad

2010

Int. J. Onl. Eng.

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Abstract-This paper will have two parts. In the first part the author will focus on the current status of remote experimentation designs and how this has impacted our education and research activities with a notion that whether we are moving too fast while its acceptance has not yet realized. While for the second part, the author will describe some of the developments of remote experiment designs through his own work.Researchers have been working on remote experimentations for a considerable period of time and are making remarkable breakthroughs utilizing cutting edge technologies and current understanding of educational and learning strategies. After all of these developments, the popularity of remote experimentations is still very limited and does not have the attention of the academic community to incorporate them as a part of their regular curriculum. There are a number of factors that hinder acceptance of remote laboratories as a part of a curriculum. These are integration of a number of areas, modular designs, commercial products, maintenance, and administrative support. The paper will address these issues and will highlight how we can move forward in a coordinated manner so there will be a viable remote experimentation infrastructure with a high degree of acceptance.The author has a number of federal research grants (USA) where he has developed Internet accessible remote experimentation facilities. These facilities have features like use of single computer for accessing multiple experiments, manipulating experimental setup from remote locations, integrated assessment, and real-time learning management features. The developed facilities have used for delivering a number of experiment courses, while gathering data in terms of achieving learning outcomes and assessing the effectiveness of the system in terms of system designs.Index Terms-Online experiment, remote experimentation, distance learning, modularity in design, and learning management system.

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“…1,6 Though there remains some skepticism about online classes among faculty and administrators 1 , a growing body of evidence suggests that students in online classes learn at least as well as, or better, than their face-to-face counterparts. 3,4,7 Additionally, studies have found that online students spend more time with the material than face-to-face students and this may be a benefit to online learners. 7 However, studies have also noted that online and distance education students have lower course completion rates than face-to-face students.…”

Section: Introductionmentioning

confidence: 99%

Comparing Learning Outcomes and Content Mastery in Online and Face-to-Face Engineering Statics Courses

Douglas¹

2015 ASEE Annual Conference and Exposition Proceedings

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Online engineering education has expanded rapidly in recent years and many questions have been raised about the learning outcomes and content mastery in online classes as they compare with traditional face-to-face formats. This paper compares the learning outcomes and content mastery for students in an Engineering Mechanics (Statics) course taught in three different modes of instruction. This study was initiated in 2011 with a cohort of three courses: one taught asynchronously online, one taught face-to-face, and a third taught via synchronous audiographics. Students provided feedback on their use of instructional resources, their learning styles, and their attitudes throughout the semester. Content mastery was measured through student performance on proctored exams. Due to the small number of students in the initial cohort of the online course, the assessments were repeated with a second cohort of students in online and face-to-face courses in the spring of 2014.The results of this study show that in the first cohort (2011), the online students outperformed the face-to-face when given identical problems on proctored quizzes and exams. Attitudes among students in the face-to-face and online classes were similar and generally positive. The performance of students in the audiographics distance class fell into the range between the online and face-to-face classes. However, students who were in the synchronous audiographics class were less satisfied with their mode of instruction despite their competence with the course content.In the second cohort of students (2014), there was little to no difference in content mastery between students who completed the online and face-to-face sections of the class. Scores on identical proctored exam problems were similar to those earned by the face-to-face students in the initial cohort of 2011. In both cohorts of students, withdrawal and non-completion rates were higher in the online and audiographics courses than either of the face-to-face courses.

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Engineering Online: Assessing Innovative Education

Cited by 14 publications

References 6 publications

Observations on an introductory engineering course and suggestions for enhancement

Observations on an introductory engineering course and suggestions for enhancement

Internet Accessible Remote Experimentation: Setting the Right Course of Action

Comparing Learning Outcomes and Content Mastery in Online and Face-to-Face Engineering Statics Courses

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