A Comparative Review of Two Engineering Economics Sections: One Traditional and One Online

Abstract

This paper analyzes success in meeting learning objectives in two sections of an undergraduate engineering economics course where the professor, course schedule (day-to-day), lectures, assignments, and assessments were constant throughout the semester. The only difference is the online nature of one section and the face to face, traditional approach of the other. The results indicate that the two sections performed similarly for almost all course topics, student assessment of learning objectives and student outcomes, and final grades.Recently the question of distance education course format impacting affective (satisfaction) and cognitive (knowledge acquisition) learning has been explored. Mackey and Freyburg 12 found that although cognitive learning in a graduate engineering online course was comparable with the face to face version of the course, participation and social interaction was the most important

A New Look at Involving Undergraduate Students, Real Life Applications, and Active Learning Activities in the Industrial Engineering Undergraduate Course Delivery Process

“…Recent engineering economics textbooks, published in 2011, have reemphasized decision making analysis 15,16 . Since 2000, many articles have been published that provide either structure or experiences in teaching engineering economics at both the undergraduate and graduate levels [17][18][19][20][21] , and the inclusion of risk and uncertainty in engineering economics 22,23 .…”