Development of a Framework for the Online Portaion of a Hybrid Engineering Course

Natalya A. Koehler; Charles T. Jahren

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Conference: 2013 ASEE Annual Conference & Exposition
Location: Atlanta, Georgia
Publication Date: June 23, 2013
Start Date: June 23, 2013
End Date: June 26, 2013
ISSN: 2153-5965
Conference Session: Civil Engineering Division Poster Session
Tagged Division: Civil Engineering
Page Count: 34
Page Numbers: 23.415.1 - 23.415.34
DOI: 10.18260/1-2--19429
Permanent URL: https://peer.asee.org/19429
Download Count: 486

Paper Authors

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Natalya A. Koehler Iowa State University

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Dr. Natalya A. Koehler has a Ph.D. in Curriculum and Instructional Technology and Human Computer Interaction. Dr. Koehler is currently the post-doctoral research associate in Iowa State University's College of Engineering-Department of Civil, Construction and Environmental Engineering.

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Charles T. Jahren P.E. Iowa State University

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Dr. Charles T. Jahren is the W. A. Klinger teaching professor and the assistant chair for Construction Engineering in the Department of Civil, Construction and Environmental Engineering at Iowa State University. He also serves as the chair of the Editorial Board of the American Society of Civil Engineers Journal of Construction Engineering and Management—he was formerly editor-in-chief, chair of the ASCE Construction Engineering Education Committee, and a member of the Transportation Research Board Pavement Maintenance Committee. He earned his B.S. in Civil Engineering and his M.B.A. from the University of Minnesota and his Ph.D. in Civil Engineering (specializing in Construction Engineering and Management) from Purdue University. He has prior experience as an assistant professor at the University of Washington and over six years of industrial experience as a bridge construction project engineer for a construction contractor and as a research engineer for the Naval Civil Engineering Laboratory in Port Hueneme, Calif. His teaching interests include construction equipment, cost estimating and construction process design. His research interests include highway and heavy construction methods, road maintenance methods and innovations in construction process administration.

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Abstract

Research-based design of an online component for a hybrid engineering course: basic research on an applied problemSTATUS: WORK IN PROGRESS,Division of Civil EngineeringThe paper describes the development and evaluation of a research-based framework for designing an onlinecomponent of an engineering hybrid course for teaching Construction Equipment and Heavy Construction Methods.Multimedia design decisions for the online component are grounded in the evidence-based findings from cognitivetheories and experimental evaluation studies. Instructional design decisions are matched with course objectives andsupportive findings from literature review.The hybrid course will serve for better preparation of undergraduate students for their jobs by teaching students tosolve authentic ill-defined engineering problems related to the content of the class. The online component willallow students to gain knowledge of the target concepts in a manner that supports cognitive processing of the targetinformation and provides the foundation for algorithmic and authentic problem solving in the face to face part of thecourse.The evaluation of the online component design will take place in two steps. First, a usability study and userinterface analysis of the online component will be conducted. The data will be collected from three perspectives:users’ (student perceptions measured with a survey, individual interviews, informal observations of program useduring which students are engaged in learning focused dialogues), instructors’ (interview with the instructor abouthow well the hybrid component meets the learning objectives, student pre-test-post learning gains), and multimediainstructional designer’s (data about actual use of the program coming from data base report).Further, the online component will serve as a research platform for conducting multiple experimental studies on itsinstructional strategies and multimedia program features. The experiments will follow a 2x2 factorial design withthe first factor as between subjects factor and the last factor as within subjects factor. The between subjects factorwill be a type of instructional strategy (e. g. immediate feedback vs. delayed feedback etc.). The within subjectsfactor will be level of students’ domain specific prior knowledge. This design will be used to determine which typesof instructional strategies work better for novices and which for students who have some prior knowledge of thetopic. These studies will serve both for informing the online component design (the most effective features will bechosen for the online component) and providing prescriptive findings for the design of online components for hybridcourses in civil and construction engineering.

Citation
Format

Koehler, N. A., & Jahren, C. T. (2013, June), Development of a Framework for the Online Portaion of a Hybrid Engineering Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. 10.18260/1-2--19429

TY - CPAPER
AB - Research-based design of an online component for a hybrid engineering course: basic research on an applied problemSTATUS: WORK IN PROGRESS,Division of Civil EngineeringThe paper describes the development and evaluation of a research-based framework for designing an onlinecomponent of an engineering hybrid course for teaching Construction Equipment and Heavy Construction Methods.Multimedia design decisions for the online component are grounded in the evidence-based findings from cognitivetheories and experimental evaluation studies. Instructional design decisions are matched with course objectives andsupportive findings from literature review.The hybrid course will serve for better preparation of undergraduate students for their jobs by teaching students tosolve authentic ill-defined engineering problems related to the content of the class. The online component willallow students to gain knowledge of the target concepts in a manner that supports cognitive processing of the targetinformation and provides the foundation for algorithmic and authentic problem solving in the face to face part of thecourse.The evaluation of the online component design will take place in two steps. First, a usability study and userinterface analysis of the online component will be conducted. The data will be collected from three perspectives:users’ (student perceptions measured with a survey, individual interviews, informal observations of program useduring which students are engaged in learning focused dialogues), instructors’ (interview with the instructor abouthow well the hybrid component meets the learning objectives, student pre-test-post learning gains), and multimediainstructional designer’s (data about actual use of the program coming from data base report).Further, the online component will serve as a research platform for conducting multiple experimental studies on itsinstructional strategies and multimedia program features. The experiments will follow a 2x2 factorial design withthe first factor as between subjects factor and the last factor as within subjects factor. The between subjects factorwill be a type of instructional strategy (e. g. immediate feedback vs. delayed feedback etc.). The within subjectsfactor will be level of students’ domain specific prior knowledge. This design will be used to determine which typesof instructional strategies work better for novices and which for students who have some prior knowledge of thetopic. These studies will serve both for informing the online component design (the most effective features will bechosen for the online component) and providing prescriptive findings for the design of online components for hybridcourses in civil and construction engineering.
AU - Natalya A. Koehler
AU - Charles T. Jahren P.E.
CY - Atlanta, Georgia
DA - 2013/06/23
PB - ASEE Conferences
TI - Development of a Framework for the Online Portaion of a Hybrid Engineering Course
UR - https://peer.asee.org/19429
DO - 10.18260/1-2--19429
ER -