The College of Engineering at the University of Cincinnati has evaluated the use of instructional technologies to improve the learning process for students in fundamental engineering science courses. The goal of this effort was to both retain more students in engineering programs and improve student performance through appropriate use of technology. Four modes of instruction were used to teach an engineering fundamentals course in statics. A traditional instructor-led course, a Web-assisted course, a streaming media course, and an interactive video course were all presented using a common syllabus, homework, tests, and grading regimen. Evaluations of final course grades indicate that use of instructional technology improved student performance when compared with traditional teaching methods. Student satisfaction with technology varied considerably with the Webassisted format having the highest student approval rating of the technologies. The results indicate that time on task and interest in content can be improved through the appropriate use of technology.

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This presentation will share the findings of a three-year study at the University of Cincinnati on the effects of using technology on student learning in two basic engineering courses. We will compare our results to existing data on engineering students and practicing engineers, as well as discuss whether techno logy affected performance among various groups. Findings may clarify whether the learning by students of a particular learning style and personality preference is enhanced by specific technologies and may indicate ways in which teaching and learning can be improved. Although many engineering colleges are beginning to use the Internet and Worldwide Web to enhance routine classroom instruction, very little has been done to match the use of new technologies to the learning styles of students. In this study we want to see if it is possible to match the use of new teaching technologies and student performance with learning styles. We use "learning style" to describe the phenomenon of how students learn. In this study, three different technologies were used: Streaming Video, Web-based and Interactive Video which was evaluated separately at the originating and receiving sites, resulting in four separate categories. A standard lecture section was used as the control group. Faculty worked together as a team to select common texts, develop common syllabi and block final exams resulting in standardized materials and grading. To identify learning style, the project team selected two well-known instruments: the Myers-Briggs Type Indicator (MBTI) and the Kolb Learning Style Inventory (LSI). Both inventories were administered to students in all sections of Mechanics I and later in all sections of Basic Strength of Materials at the University of Cincinnati College of Engineering starting in the fall of 1999. In addition, two sections of Mechanics I at Wright State University also participated in the first year of the study. Results to be reported are based on data from a sample of more than 400 students. Preliminary indications are that the use of streaming video and interactive video may improve student performance among personality preferences and learning styles that are less common among students in most engineering classes.

This presentation examines the results obtained during the second year of a three-year project funded by a General Electric Fund grant, on the effectiveness of new instructional technologies in the teaching of basic engineering courses. During the first year of the project only the statics courses were taught as part of the project, while in the second year, both statics and strength of materials courses were included in the project. Only the experiences from the Basic Strength of Materials courses are reported here.