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Assessment Methods For Comparison Of On Campus And Distance Learning Laboratory Courses In An Engineering Technology Program

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2004 Annual Conference


Salt Lake City, Utah

Publication Date

June 20, 2004

Start Date

June 20, 2004

End Date

June 23, 2004



Conference Session

ET Distance Learning: Instruction & Labs

Page Count


Page Numbers

9.234.1 - 9.234.6



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Paper Authors

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Richard Jones

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John Hackworth

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1648

Assessment Methods for Comparison of On-Campus And Distance Learning Laboratory Courses In an Engineering Technology Program John R. Hackworth, Richard L. Jones

Old Dominion University

I. Abstract

Assessment methodology and results for two Electrical Engineering Technology laboratory courses are shown. In these cases, courses are offered in both the traditional on- campus and non-traditional distance learning format, assessment methods are prescribed, assessment data are taken, and the results compiled and compared. Student comments are included which also support the assessment data. In addition, this paper describes ways in which the laboratory courses are structured in order to make the assessment process easier to manage. Pedagogical issues are addressed that were encountered when constructing the distance learning laboratory courses to assure that the learning experience could equal or exceed that of the on- campus counterparts.

II. Introduction

In the Old Dominion University Electrical Engineering Technology program, there are several laboratory courses that are offered in both a traditional on-campus laboratory format and a distance-learning (henceforth called DL) format. This paper concentrates on two of those courses: EET315W Digital Electronics Laboratory, and EET365W Electrical Power and Machinery Laboratory. Since the outset of offering laboratories in DL format, concerns have been raised that the quality and learning experience in the DL lab courses are at least equivalent to the on-campus lab courses. In order to satisfy those concerns, assessment methods were devised for these laboratory courses that would measure the courses using common criteria. In addition, although each of the DL courses uses a different pedagogical approach, they were both structured so that assessment could be done uniformly and fairly. The results that will be presented in the paper will show that the DL laboratory courses are at least equivalent to their on-campus counterparts in student learning experience.

III. Common Assessment Issues and Methods

From the outset, it was recognized that in order to accurately assess the quality of the learning experience in any DL course when compared to its on-campus counterpart, all other variables must be either eliminated or made equal in both types of courses. For example, when Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Jones, R., & Hackworth, J. (2004, June), Assessment Methods For Comparison Of On Campus And Distance Learning Laboratory Courses In An Engineering Technology Program Paper presented at 2004 Annual Conference, Salt Lake City, Utah. 10.18260/1-2--13000

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