Comparing Learning Outcomes and Content Mastery in Online and Face-to-Face Engineering Statics Courses

Abstract

Online engineering education has expanded rapidly in recent years and many questions have been raised about the learning outcomes and content mastery in online classes as they compare with traditional face-to-face formats. This paper compares the learning outcomes and content mastery for students in an Engineering Mechanics (Statics) course taught in three different modes of instruction. This study was initiated in 2011 with a cohort of three courses: one taught asynchronously online, one taught face-to-face, and a third taught via synchronous audiographics. Students provided feedback on their use of instructional resources, their learning styles, and their attitudes throughout the semester. Content mastery was measured through student performance on proctored exams. Due to the small number of students in the initial cohort of the online course, the assessments were repeated with a second cohort of students in online and face-to-face courses in the spring of 2014.The results of this study show that in the first cohort (2011), the online students outperformed the face-to-face when given identical problems on proctored quizzes and exams. Attitudes among students in the face-to-face and online classes were similar and generally positive. The performance of students in the audiographics distance class fell into the range between the online and face-to-face classes. However, students who were in the synchronous audiographics class were less satisfied with their mode of instruction despite their competence with the course content.In the second cohort of students (2014), there was little to no difference in content mastery between students who completed the online and face-to-face sections of the class. Scores on identical proctored exam problems were similar to those earned by the face-to-face students in the initial cohort of 2011. In both cohorts of students, withdrawal and non-completion rates were higher in the online and audiographics courses than either of the face-to-face courses.

Student Learning Outcomes in Two Fundamental ECE Courses with Multi-Modal Delivery During COVID Response

“…In addition, it is shown that non-completion rates are higher in online group versus in-person group. Finally, similar conclusions were provided in works by Douglas [4] and Marriott [5] for students in Engineering Mechanics course and in two Computer Science courses respectively. Additionally, Douglas [4] also highlights that online students were less satisfied with the delivery mode compared with in-person students.…”

“…In addition, research presented by Ssemakula [2] provides the same observation on learning effectiveness for Engineering Economic Analysis course. Next, findings by Kozak [3] and Douglas [4] show that online students in two mechanics classes performed equally or outperformed in-person group. Similar results are demonstrated by Marriott [5] for two Computer Science courses intended for freshmen, juniors and seniors.…”

Comparing two versions of an engineering course: in-class and on-line. What does the data say?

“…However, they found out that the students perceived the online portion/format to be more difficult and challenging. Douglas (2015) found out for an engineering statics course that "there was little to no difference in content mastery between students who completed the online and face-to-face sections of the class". This includes score on identical proctored exam problems.…”

A Transition from Face-to-Face to Online Delivery in Nano Steps

“…Literature is abound by successful transitions that satisfy diverse student needs and successfully achieve the learning outcomes [2,6,[8][9][10]. Most document broad strategies for developing online content [11].…”