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The Effectiveness Of An On Line Graduate Engineering Management Course

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1999 Annual Conference


Charlotte, North Carolina

Publication Date

June 20, 1999

Start Date

June 20, 1999

End Date

June 23, 1999



Page Count


Page Numbers

4.520.1 - 4.520.9

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Paper Authors

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Rosemarie M. Evans

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Madison Daily

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Susan L. Murray

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

Session 2542

The Effectiveness of an On-Line Graduate Engineering Management Course

Rosemarie M. Evans, Madison Daily, PhD, Susan L. Murray; PhD, P.E. Department of Engineering Management University of Missouri - Rolla


In the summer of 1997, the Engineering Management Department of the University of Missouri- Rolla’s (UMR) began offering its first Internet-based graduate level course. This course, Advanced Production Management, was designed to utilize a combination of Internet-based tools, such as EMail and Chat rooms to create a alternative means for the delivery of course material. This paper will draw these following conclusions from more than a year of research, which included over 100 students in six different course offerings. First, the Internet-based students performed equally as well as the control group students. Second, students tend to have exaggerated time requirement expectations for Internet-based classes. Third, students tend to have positive course effectiveness experiences. Fourth, students tend to be very skeptical of electronic lectures but their experiences are positive. Fifth, learning styles play a role influencing student expectations regarding Internet-based education. This influence is especially strong in student course time expectations and both the effectiveness and satisfaction of the use of EMail and Chat rooms.

Overview of Research

UMR has conducted a yearlong effort to determine the effectiveness of Internet-based technology for “improved learning” in engineering education. To examine the effectiveness of Internet-based education, many facets were analyzed including class performance, fulfillment of student expectations, and effects of student backgrounds. To assist in evaluating learning effectiveness, the following four areas were investigated: a) the time required for the course, b) the overall learning experience, c) the effectiveness for aiding course material comprehension using specific instructional tools including video lectures, EMail, and Chat room, and d) level of satisfaction related to specific tools utilized by the instructor including video lectures, EMail, and Chat room.

Evans, R. M., & Daily, M., & Murray, S. L. (1999, June), The Effectiveness Of An On Line Graduate Engineering Management Course Paper presented at 1999 Annual Conference, Charlotte, North Carolina.

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