Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
In this evidence-based practice paper, the development and implementation of a new Introduction to Engineering course developed for the Massive, Open, Online Course (MOOC) environment will be discussed. MOOCs have a number of advantages which make them attractive to many online learners. For one, many of them are free which allows students to learn new skills without paying the high price of college tuition. Since they are often independent courses that are not a part of a degree program, they are open to anyone, regardless of background. They are also open to anyone around the world and so are not limited by geographic proximity to a university campus and are designed to accommodate large numbers of students at any given time, which again makes them very accessible.
In recent years a number of universities and colleges have developed MOOCs. While this space within the educational landscape has garnered interest from many of the top schools worldwide, very few of them have actually provided pathways for students in these MOOCS to achieve college credit. Most of those that have provided such pathways have mostly focused on Master’s level program, not on undergraduate programs. One first-of-its-kind initiative is [Institution]’s [name of program omitted] in which versions of all first year classes are being developed for this MOOC environment with options to receive college credit from [institution]. The Introduction to Engineering course described in this paper was developed for a Fall 2017 launch as a part of this initiative. It is the first Introduction to Engineering course offered with pathways for college credit in this MOOC environment. In an attempt to provide the same quality of education to online students as traditional students, this course integrates best practices such as active project-based learning, multi-disciplinary concepts, contextualizing course concepts within industry practices, e-portfolio documentation of skills, and collaborative peer engagement unlike anything currently available in Introduction to Engineering courses in the MOOC community. This paper will describe the course goals, structure, and design including specific concerns related to designing a course for the MOOC environment. It will also include recommendations for future work based on experiences gained during the initial offering of the course.
Mertz, B. E., & Zhu, H., & Trowbridge, A., & Baumann, A. (2018, June), Development and Implementation of a MOOC Introduction to Engineering Course Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30317
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: © 2018 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