June 14, 2009
June 14, 2009
June 17, 2009
14.14.1 - 14.14.7
A Comparison of Instructional Delivery Methods Based on Student Evaluation Data
Distance Education is an increasingly common educational delivery method. At Old Dominion University, all junior and senior level engineering technology courses are offered via distance education at least once every two years. A majority of courses in the distance education system at this university have three simultaneous delivery methods: on-campus, televised (receiving the course at an off-campus site via satellite video/audio), and internet-based video-streamed.
This paper explores the results of student course evaluation surveys for trends, in particular those trends which can be a result of the mode of delivery. Results of these surveys for 23 courses over a 4-year period are tabulated, and probable reasons for the trends are given.
In the Engineering Technology Department of Old Dominion University, distance education courses are offered to students worldwide. To accomplish this, courses are transmitted in several modes of delivery. The mode of delivery for each student depends mostly on the student’s geographic location, in particular, the student’s proximity to an Old Dominion University- operated location. For this paper, three delivery modes will be considered, which are as follows.
On-Campus The students are present in a television studio classroom. The environment is similar to a conventional classroom setting except that instead of using a chalkboard or whiteboard, the instructor writes on a paper pad with a felt-tipped pen. An overhead camera allows the pad to be displayed on several television monitors within the room. Students in the room who wish to speak are required to use desktop microphones in order for students at other locations to hear them.
Televised Students are present at a remote location. The remote classroom is equipped with a satellite receiver connected to one or more television receivers so that students can view, in real time, what transpires in the studio classroom. Students may ask questions and converse with the instructor via desktop microphones that are connected through a telephone bridge to the transmit site. When a student at a televised remote site speaks, all students at all locations can hear him/her. There are no video cameras at televised receive sites, so the instructor and all other students can hear but not see the speaker at any televised receive site. University employees at receive sites record course lectures so that students can view them at a later time.
Hackworth, J., & Considine, C., & Lewis, V. (2009, June), A Comparison Of Instructional Delivery Methods Based On Student Evaluation Data Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. https://peer.asee.org/5292
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