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Seven-Year Study on Effectiveness of Traditional, Blended, and Online Course Offering Models

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Conference

2016 ASEE Annual Conference & Exposition

Location

New Orleans, Louisiana

Publication Date

June 26, 2016

Start Date

June 26, 2016

End Date

August 28, 2016

ISBN

978-0-692-68565-5

ISSN

2153-5965

Conference Session

Issues in Engineering Technology Education I

Tagged Division

Engineering Technology

Tagged Topic

Diversity

Page Count

14

DOI

10.18260/p.26173

Permanent URL

https://peer.asee.org/26173

Download Count

63

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Paper Authors

biography

Aleksandr Sergeyev Michigan Technological University

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Aleksandr Sergeyev is currently an Associate
Professor in the Electrical Engineering
Technology program in the
School of Technology at Michigan Technological
University. Dr. Aleksandr
Sergeyev earned his bachelor degree in
Electrical Engineering at Moscow University
of Electronics and Automation in
1995. He obtained the Master degree
in Physics from Michigan Technological
University in 2004 and the PhD degree in Electrical Engineering
from Michigan Technological University in 2007.
Dr. Aleksandr Sergeyev’s research interests include high
energy laser propagation through the turbulent atmosphere,
developing advanced control algorithms for wavefront sensing
and mitigating effects of the turbulent atmosphere, digital
inline holography, digital signal processing, and laser spectroscopy. Dr. Sergeyev is a member of ASEE, IEEE, SPIE and is actively involved in promoting engineering education.

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biography

Nasser Alaraje Michigan Technological University

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Dr. Alaraje is an Associate Professor and Program Chair of Electrical Engineering Technology in the School of Technology at Michigan Tech. Prior to his faculty appointment, he was employed by Lucent Technologies as a hardware design engineer, from 1997- 2002, and by vLogix as chief hardware design engineer, from 2002-2004. Dr. Alaraje’s research interests focus on processor architecture, System-on-Chip design methodology, Field-Programmable Logic Array (FPGA) architecture and design methodology, Engineering Technology Education, and hardware description language modeling. Dr. Alaraje is a 2013-2014 Fulbright scholarship recipient at Qatar University, where he taught courses on Embedded Systems. Additionally, Dr. Alaraje is a recipient of an NSF award for a digital logic design curriculum revision in collaboration with the College of Lake County in Illinois, and a NSF award in collaboration with the University of New Mexico, Drake State Technical College, and Chandler-Gilbert Community College. The award focused on expanding outreach activities to increase the awareness of potential college students about career opportunities in electronics technologies. Dr. Alaraje is a member of the American Society for Engineering Education (ASEE), a member of the ASEE Electrical and Computer Engineering Division, a member of the ASEE Engineering Technology Division, a senior member of the Institute of Electrical & Electronic Engineers (IEEE), and a member of the Electrical and Computer Engineering Technology Department Heads Association (ECETDHA).

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Abstract

Seven years study on the effectiveness of traditional, blended and on-line course offering models is presented. This study is based on development and implementation of these three models on Electrical Machinery course offering. The traditional way of teaching of Electrical machinery course for EET and Mechanical Engineering Technology (MET) majors has been conducted for years and therefore provides us with significant statistics on students' comprehension of the subject. The goal of a blended approach is to join the best aspects of both face-to-face and online instruction: classroom time can be used to engage students in advanced learning experiences, while the on-line portion of the course can provide students with content at any time of day allowing for an increase in scheduling flexibility for students. We share the data collected over several years of teaching all three models. To effectively assess the course outcomes the direct and indirect assessment tools have been implemented. Analysis of the indirect data reveals some contradiction in students’ responses: "they learned a great deal from the course" at the same time stating that they "had a hard time" earning high grades. As part of the direct assessment tool, we used the average and standard deviation results of the final exam scores, as well as a final grade distribution as a rubric for this assessment. We also compared these data with the ones available from the previous years when the course was taught utilizing traditional model. The direct assessment of these data reveals very interesting results. Even though the students' perception of the blended version of the EM course was not exceedingly positive, the direct assessment demonstrates that the students' performance participating in the blended learning was either the same or even better comparable to traditional and hybrid models. This fact almost looks like a negative correlation between the students' feedback and their actual performance in the class.

In this articles we discuss the structural details of all three course models, including the theoretical topics and experimental exercises of the course, the technology that has been used for the on-line materials development, implementation of the assessment tools to evaluate the students’ progress, and students' perception of all three models.

Sergeyev, A., & Alaraje, N. (2016, June), Seven-Year Study on Effectiveness of Traditional, Blended, and Online Course Offering Models Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26173

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