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Lessons From Teaching Engineering Economy As A Hybrid Online Course Using Webct

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2003 Annual Conference


Nashville, Tennessee

Publication Date

June 22, 2003

Start Date

June 22, 2003

End Date

June 25, 2003



Conference Session

Engineering Economy Frontiers

Page Count


Page Numbers

8.820.1 - 8.820.13



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Paper Authors

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Phillip Rosenkrantz

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NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1639

Lessons from Teaching Engineering Economy as a Hybrid On-Line Course Using WebCT

Phillip R. Rosenkrantz, Ed.D, P.E.

California State Polytechnic University, Pomona

This paper summarizes the results of research and lessons learned in teaching Engineering Economy on-line as part of the "Collaborative On-line Learning and Teaching" (COLT) Program at Cal Poly Pomona. Based on research proposals, twelve faculty members were chosen from across the campus to teach existing traditional courses as on-line courses and compare on-line results to results from traditional teaching formats. The author's proposal to teach Engineering Economy (EGR 403 Capital Allocation Theory) was accepted. To prepare for teaching on-line, all participants engaged in a summer-long on-line course in collaborative, on-line teaching, a one- week course in Dreamweaver (web page development and management software), and a one- week course in WebCT. Release time was provided to prepare on-line materials. This paper discusses the teaching strategies and learning activities used, testing strategies, communication methods, learning results, and the strengths and weaknesses of WebCT as an on-line web hosting system.

The paper is organized into the following five parts:

1. Introduction 2. On-line teaching options, strategies, and considerations 3. Teaching strategies and learning activities for Engineering Economy 4. Strengths and weaknesses of the WebCT course management system 5. Findings, Conclusions, and Recommendations

Part 1 - Introduction

The author has been using web-related technologies to assist with teaching since 1997. From 1997 through Spring 2002 the primary on-line technologies used were internet search engines, course web pages, and email. In Fall 2002 and Winter 2003, WebCT was also incorporated at varying levels of usage for teaching engineering economy. For the 2002-2003 academic year the author was involved with a campus research program call the "Collaborative On-line Learning and Teaching" (COLT) Program. Twelve faculty members who submitted acceptable proposals were part of a campus research project to work collaboratively and explore how on-line teaching and learning could be used and whether there could be measurable benefit to the campus community. Results were documented and presented to the campus community.

Part 2 - On-line Teaching Options, Strategies, and Considerations

There are many new books and articles that talk about on-line teaching and learning in higher education. One very excellent article talks about the usage of web technology as a

“Proceedings of the 2003 American Society for Engineering Education Annual Conference & Exposition Copyright © 2003, American Society for Engineering Education”

Rosenkrantz, P. (2003, June), Lessons From Teaching Engineering Economy As A Hybrid Online Course Using Webct Paper presented at 2003 Annual Conference, Nashville, Tennessee. 10.18260/1-2--11646

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: © 2003 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