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Using the ExCEEd Model for Distance Education

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2011 ASEE Annual Conference & Exposition


Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011



Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Tagged Division

Civil Engineering

Page Count


Page Numbers

22.1645.1 - 22.1645.22



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Paper Authors


Ronald W. Welch University of Texas, Tyler

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Ron Welch is Professor and Head, Department of Civil Engineering at The University of Texas, Tyler. He is a registered Professional Engineer in Virginia. Until January 2, 2007, Ron was an Academy Professor at the United States Military Academy (USMA). Ron received a B.S. degree in Engineering Mechanics from the USMA in 1982 and M.S. and Ph.D. degrees in Civil Engineering from the University of Illinois, Urbana-Champaign in 1990 and 1999, respectively.

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Clifton B. Farnsworth University of Texas, Tyler

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Clifton B. Farnsworth is an Assistant Professor of Civil Engineering at the University of Texas, Tyler. Prior to this position he spent eight years working as a Geotechnical Engineer for the Utah Department of Transportation. He received BS and MS degrees in Civil Engineering from Brigham Young University and a Ph.D. in Civil Engineering from the University of Utah.

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Using the ExCEEd Model for Distance EducationThe purpose of this paper will be to present the investigation by one program to teachdistance education while staying as true as possible to the ExCEEd Model. The programis being required to offer distance education in the very near future and they desire tomaintain the same quality of teaching that has marked their program so far – teachingwith one eye on the ExCEEd Model. Many universities across the nation are resorting todistance education to not only meet the needs of students from a distance, but also todecrease the demands on the current facilities while providing the courses needed by thestudents.The faculty decided to conduct a test by video taping lessons, both lecture and lab, andevaluating the quality of these sessions against the ExCEEd model based on the use oflearning objectives, board notes, color, questioning techniques, consideration of learningstyles, writing material on the white board versus PowerPoint to build board contentwhile using questioning techniques, etc. Then the faculty completed the same lessonusing Tegrity (uses PP and a video of the professor singly or together or in tandem) orCamtasia (voice over PP). The faculty team assessed the quality of these techniques anddetermined what was missing from the ExCEEd model within the distance educationproducts. Based on the assessment by the faculty, the team determined what adjustmentsin teaching style were needed to increase the quality of instruction using the availabledistance education platforms. The ultimate goal was to provide the best qualityinstruction no matter the medium. The real challenge was laboratory lessons where thestudents usually need to see the experiment as well as collect data for the lab report.This paper will provide lessons learned from this process and how well the distanceeducation using the two available platforms compares to face-to-face teaching. Theprocess presented will be useful to other programs that may already be providing distanceeducation, but have no idea about the quality of their product or no methodology tocompare the product to the ultimate teaching platform – face-to-face. This paper will alsopresent recommendations on improvement of the process and student assessment of thequality of the classes as compared to traditional lessons.

Welch, R. W., & Farnsworth, C. B. (2011, June), Using the ExCEEd Model for Distance Education Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. 10.18260/1-2--18396

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