June 15, 2019
June 15, 2019
October 19, 2019
Over the past decade, online education has become much more prevalent, enabling working professionals to earn advanced degrees without ever stepping foot on a traditional brick-and-mortar campus. Although convenient for employers and employees, there remain a number of questions regarding effectiveness and quality of distance instruction as compared to that offered in traditional classrooms. As indicated by many studies exploring student and educator perceptions regarding distance education (Jarvie-Eggart, 2017; Centner, 2014; Jordan, Pakzad, & Oats, 2011; & Conceiçâo, 2006), the potential for greater convenience, autonomy, and affordability render it ideal for many students. However, a persistent trend demonstrates that students participating in distance education have lower rates of engagement (Robinson & Hullinger, 2008), and higher dropout rates (Aversa & MacCall, 2013; Park & Choi, 2009; Steinman, 2007; Willging & Johnson, 2004). A common theme encountered in a large majority of research surveyed for this paper is the disparity of means by which effective student-student and student-instructor interaction can be facilitated in online environments. Many concerns are grounded in the belief that student-student and student-instructor interactions contribute greatly to student engagement, which has strong links to overall student success (Smith, 2011; Smith et al., 2005). Although these links have seen a modicum of research efforts regarding their elucidation, very little has been done to explore these questions in engineering education. The research which has been done in this context focuses primarily on survey responses and student or faculty perspectives of distance education. In addition to exploring the current distance education landscape within engineering, this paper aims to apply a layer of quantitative analysis regarding the effects of student engagement on success rates as measured by degree completion and other factors. The primary source of information used for analysis comes from data collected by the U.S. World News Report rankings and statistics for online graduate engineering programs.
Odom, P. W., & Merzdorf, H. E., & Montalvo, F. J., & Davis, J. M. (2019, June), Analysis of Student Engagement Data from U.S. News & World Report Regarding Online Graduate Engineering Programs Paper presented at 2019 ASEE Annual Conference & Exposition , Tampa, Florida. 10.18260/1-2--32087
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015