TY - JOUR
T1 - Engineering cultures
T2 - Comparing student learning in online and classroom based implementations
AU - Parkhurst, Rosamond
AU - Moskal, Barbara M.
AU - Lucena, Juan
AU - Downey, Gary Lee
AU - Bigley, Thomas
AU - Elber, Sharon
PY - 2008
Y1 - 2008
N2 - Engineering Cultures is a course that was developed primarily to prepare United States' engineering students to effectively collaborate and communicate with engineers from other countries. In order to reach a broad audience, two versions of this course have been developed and offered: an online and an in-class version. The schools participating are Virginia Polytechnic Institute (VT) and the Colorado School of Mines (CSM). In this article, the results of an investigation that compares the learning outcomes and student perceived usefulness of the two designs are reported. The assessment instruments used in this investigation were multiple-choice content pre and post tests, essay pre and post tests, and a self-report end of semester survey. Differences in learning between the two courses were not detected on the pre to post multiple-choice content test; however, differences were detected, with in-class students displaying greater increases, between the pre and post essay exam. This indicates that the learning outcomes measured through the essay exam, which included analysis and synthesis, were better supported through classroom based instruction than the online instruction.
AB - Engineering Cultures is a course that was developed primarily to prepare United States' engineering students to effectively collaborate and communicate with engineers from other countries. In order to reach a broad audience, two versions of this course have been developed and offered: an online and an in-class version. The schools participating are Virginia Polytechnic Institute (VT) and the Colorado School of Mines (CSM). In this article, the results of an investigation that compares the learning outcomes and student perceived usefulness of the two designs are reported. The assessment instruments used in this investigation were multiple-choice content pre and post tests, essay pre and post tests, and a self-report end of semester survey. Differences in learning between the two courses were not detected on the pre to post multiple-choice content test; however, differences were detected, with in-class students displaying greater increases, between the pre and post essay exam. This indicates that the learning outcomes measured through the essay exam, which included analysis and synthesis, were better supported through classroom based instruction than the online instruction.
KW - Assessment
KW - Global engineering
KW - On-line learning
UR - http://www.scopus.com/inward/record.url?scp=55149104995&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:55149104995
SN - 0949-149X
VL - 24
SP - 955
EP - 964
JO - International Journal of Engineering Education
JF - International Journal of Engineering Education
IS - 5
ER -