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Relationship of Final Grade and Use of Online Course Materials for an Engineering Economics Course

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2014 ASEE Annual Conference & Exposition


Indianapolis, Indiana

Publication Date

June 15, 2014

Start Date

June 15, 2014

End Date

June 18, 2014



Conference Session

Innovations in Teaching Engineering Economy

Tagged Division

Engineering Economy

Page Count


Page Numbers

24.1039.1 - 24.1039.15



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Paper Authors


Paul J. Kauffmann P.E. East Carolina University

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Paul J. Kauffmann is a professor in the Department of Engineering at East Carolina University. His industrial career included positions as Plant Manager and Engineering Director. Dr. Kauffmann received a BS degree in Electrical Engineering and MENG in Mechanical Engineering from Virginia Tech. He
received his Ph.D. in Industrial Engineering from Penn State and is a registered Professional Engineer in Virginia and North Carolina.

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Joseph Wilck IV East Carolina University

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Joseph Wilck received his PhD from Pennsylvania State University in Industrial Engineering and Operations Research, and a BS and MS from Virginia Tech in Industrial and Systems Engineering. Dr. Wilck is a registered Professional Engineer, former Vice President of Student Development for the Institute of Industrial Engineers (IIE), current newsletter editor for ASEE's Engineering Economy Division, and an active member of INFORMS, INCOSE, TRB, IEEE, and ASEM. Dr. Wilck’s research has been sponsored by NSF, DOE, ORNL, NCDOT, and industrial partners. Dr. Wilck has held a faculty position at the University of Tennessee, Knoxville. He is currently an Assistant Professor of Engineering at East Carolina University.

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Relationship of Final Grade and Use of On Line Course Materials for an Engineering Economics CourseRanging from fully on line to various hybrid versions, on line learning is a significant part of currenthigher education. As on line courses grow in availability, there is an increased spectrum of materials andmethods used to support the student learning process. However the literature has been slow todevelop in examining the effectiveness of various on line tools. In particular, undergraduate engineeringcourses with on line components have been seldom studied, perhaps due to the slow adoption of online methods in engineering curricula.This paper contributes to increased understanding of on line tools and how students use them. Itexamines the patterns of student use of various learning components in an on line engineeringeconomics course. Specifically, it examines the relationship in student use of instructional videos, online white board sessions, homework, and on line quizzes and how that level of use relates to the finalgrade. Employing statistical data from a well known on line learning management system coupled witha student survey, this study identifies relationships between how often students accessed variouslearning tools in the course management system and how that related to the final course grade. Thepaper examines which patterns of use relate to both high and low grade performance in the course.In addition to those interested in engineering economics, the paper also provides insight into learningtool effectiveness for the broader population of engineering educators who are considering use of online learning or on line versions of courses.

Kauffmann, P. J., & Wilck, J. (2014, June), Relationship of Final Grade and Use of Online Course Materials for an Engineering Economics Course Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--22972

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