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Comparison of On-Campus and Distance Learning Preferences in a Junior-Level Materials Science Course

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Conference

2014 ASEE Annual Conference & Exposition

Location

Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014

ISSN

2153-5965

Conference Session

Materials Division Technical Session 1

Tagged Division

Materials

Page Count

9

Page Numbers

24.298.1 - 24.298.9

DOI

10.18260/1-2--20189

Permanent URL

https://peer.asee.org/20189

Download Count

82

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Paper Authors

biography

Matthew Cavalli University of North Dakota

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Dr. Cavalli is an Associate Professor and Department Chair of the Mechanical Engineering Department at the University of North Dakota. In addition to engineering education, his research interests include materials behavior and solid mechanics.

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Jeremiah J. Neubert University of North Dakota

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Deborah Worley University of North Dakota

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Dr. Worley is an Assistant Professor of Higher Education in the Department of Educational Leadership at the University of North Dakota.

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Abstract

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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