June 23, 2013
June 23, 2013
June 26, 2013
23.415.1 - 23.415.34
Research-based design of an online component for a hybrid engineering course: basic research on an applied problemSTATUS: WORK IN PROGRESS,Division of Civil EngineeringThe paper describes the development and evaluation of a research-based framework for designing an onlinecomponent of an engineering hybrid course for teaching Construction Equipment and Heavy Construction Methods.Multimedia design decisions for the online component are grounded in the evidence-based findings from cognitivetheories and experimental evaluation studies. Instructional design decisions are matched with course objectives andsupportive findings from literature review.The hybrid course will serve for better preparation of undergraduate students for their jobs by teaching students tosolve authentic ill-defined engineering problems related to the content of the class. The online component willallow students to gain knowledge of the target concepts in a manner that supports cognitive processing of the targetinformation and provides the foundation for algorithmic and authentic problem solving in the face to face part of thecourse.The evaluation of the online component design will take place in two steps. First, a usability study and userinterface analysis of the online component will be conducted. The data will be collected from three perspectives:users’ (student perceptions measured with a survey, individual interviews, informal observations of program useduring which students are engaged in learning focused dialogues), instructors’ (interview with the instructor abouthow well the hybrid component meets the learning objectives, student pre-test-post learning gains), and multimediainstructional designer’s (data about actual use of the program coming from data base report).Further, the online component will serve as a research platform for conducting multiple experimental studies on itsinstructional strategies and multimedia program features. The experiments will follow a 2x2 factorial design withthe first factor as between subjects factor and the last factor as within subjects factor. The between subjects factorwill be a type of instructional strategy (e. g. immediate feedback vs. delayed feedback etc.). The within subjectsfactor will be level of students’ domain specific prior knowledge. This design will be used to determine which typesof instructional strategies work better for novices and which for students who have some prior knowledge of thetopic. These studies will serve both for informing the online component design (the most effective features will bechosen for the online component) and providing prescriptive findings for the design of online components for hybridcourses in civil and construction engineering.
Koehler, N. A., & Jahren, C. T. (2013, June), Development of a Framework for the Online Portaion of a Hybrid Engineering Course Paper presented at 2013 ASEE Annual Conference & Exposition, Atlanta, Georgia. https://peer.asee.org/19429
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