June 15, 2014
June 15, 2014
June 18, 2014
24.298.1 - 24.298.9
Comparison of On-Campus and Distance Learning Preferences in a Junior-level Materials Science CourseAbstractStudents taking courses in face-to-face and asynchronous formats face potentially differentbarriers to learning in engineering courses. Students enrolled in a junior-level materials sciencecourse were surveyed regarding which teaching methods they found the most beneficial to theirlearning experience and how confident they were in their mastery of the course material. Over90% of the students responded to the survey. Approximately 20% of the respondents weredistance students. Both groups reported the largest positive effect on their learning from viewinglectures compared to participating in class discussions or in-class group activities. Thedifference in average response between on-campus and distance learners was also largest forquestions related to the benefits of the lectures. When asked about their confidence in discussingcourse material with the instructor, distance students tended to respond significantly higher,while the face-to-face students tended to report being more confident than distance students indiscussing course concepts with their peers. Analysis of data from a subsequent survey ofdistance students administered during the following semester will provide insights into themotivations and backgrounds of distance students in the program. Implications of the findingsfor distance engineering course design will be discussed.
Cavalli, M., & Neubert, J. J., & Worley, D. (2014, June), Comparison of On-Campus and Distance Learning Preferences in a Junior-Level Materials Science Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20189
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