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Teaching Engineering Economy as a Hybrid On-Line Course: Tools, Methods, Assessment, and Continuous Improvement

Abstract A traditional engineering economy course was converted to a hybrid (partially) on-line course in 2003. Sixty percent of the course is now on-line. WebCT is used as a course management system and content is delivered asynchronously using streamed, narrated PowerPoint presentations. Forty percent of the course is face-to-face in a classroom with computer workstations and projection system for instructor demonstrations, class presentations, and in-class WebCT quizzes. Active learning strategies were used in the redesign of the course to integrate constructivist approaches for on-line learning environments. Instructional and outcomes assessment data, as well as demographic and tools usage survey data (including the results of a learning styles survey) was collected for each class. This paper will: (1) Compare the before and after instructional assessment and outcomes assessment data for the course; and (2) Analyze the patterns of learning tool usage based on demographic variables. Innovative uses of instructional technology discovered along the way will also be presented.

The paper is organized into the following parts:

1. Introduction 2. On-line teaching options, strategies, and considerations 3. Teaching strategies and learning activities for Engineering Economy 4. Analysis of Instructional and Outcomes Assessment Data 5. Analysis of Learning Tools Usage Data 6. Summary

A major objective of this paper was to show other instructors that engineering economy can be successfully taught as a hybrid course. Along with that was the desire to provide useful detail that would aid in course development.

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 (EGR 403 Asset Allocation in Technical Decision Making). 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 and to ASEE in 2003. Since 2003 the course has been taught several times each year with efforts to incorporate student recommendations and improve course management and student outcomes. Also of interest was the degree to which various learning tools are used and their relative use based on learning

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Rosenkrantz, P. (2007, June), Teaching Engineering Economy As A Hybrid Online Course: Tools, Methods, Assessment, And Continuous Improvement Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--1773