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Differences in Learning Outcomes and Engagement Across Traditional, Blended, and Online Engineering Management Undergraduate Courses

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2017 ASEE Annual Conference & Exposition


Columbus, Ohio

Publication Date

June 24, 2017

Start Date

June 24, 2017

End Date

June 28, 2017

Conference Session

Engineering Management Division Technical Session 1: Programs, Pedagogies, and Practices

Tagged Division

Engineering Management

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Ulises Daniel Techera University of Colorado, Boulder Orcid 16x16

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Ulises D. Techera recently graduated with a Ph.D. in Civil Engineering from the University of Colorado at Boulder. His research interests include construction management and safety, and education in engineering. Dr. Techera also graduated with a BS in Civil Engineering and an MS in Structural Engineering from the Polytechnic University of Catalonia in Barcelona. Ulises has worked in the construction industry for 4 years and in academia for 3 years.

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Christy Bozic University of Colorado, Boulder Orcid 16x16

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Christy Bozic Is the Stephen M. Dunn Professor of Engineering Management and Faculty Director of the Undergraduate Program at the University of Colorado Boulder. She holds a Ph.D. in Curriculum and Instruction, an M.B.A. in Marketing, and a Bachelors degree in Industrial Engineering Technology. Dr. Bozic builds upon her extensive industry experience to develop undergraduate curriculum to better prepare undergraduate engineers for careers in business and engineering management.

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Seth Murray University of Colorado, Boulder Orcid 16x16

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Seth is an engineer and entrepreneur. He specializes in small business development, mechanical design and manufacturing, marketing, and finance. He has founded and run two successful companies. His experiences include iPhone apps, medical devices, baby carriers, mobile advertising, flow meters, and climbing equipment. He received a bachelor's degree from CU in mechanical engineering and a master's in engineering management.

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Traditionally, Engineering Management (EM) courses have formed part of graduate programs. These courses usually included some type of asynchronous learning delivery system to give more flexibility to the students who had a full-time job and family commitments. The relevance of acquiring business and social skills to succeed in the industry has become evident. Thus, an increasing number of universities have incorporated EM courses into the undergraduate curriculum with many offering minors in EM. The new EM courses at the undergraduate level carried with them asynchronous learning characteristics that allow for distance learning and online interaction giving students more flexibility compared to traditional synchronous courses. Through this research, the differences in learning outcomes and engagement across four different types of undergraduate students belonging to a traditional, a blended, or an online EM course, have been studied for the first time. These differences were analyzed for a quantitative course and a qualitative course across five consecutive terms. A total of 390 students from the University of Colorado-Boulder participated in the study. The results indicate that learning outcomes, such as homework and tests grades, improved when transitioning from a traditional course to a blended course to an online course. However, when comparing face-to-face and distance students within blended courses, distance students showed to have a lower learning quality experience than face-to-face students. The results of this study can aid institutions in making decisions regarding course modality implementation.

Techera, U. D., & Bozic, C., & Murray, S. (2017, June), Differences in Learning Outcomes and Engagement Across Traditional, Blended, and Online Engineering Management Undergraduate Courses Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. 10.18260/1-2--28177

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