Face To Face, Hybrid, Or Online?: Issues Faculty Face Redesigning An Introductory Engineering Graphics Course

Abstract

A hybrid introductory course was developed and piloted during the Fall 2007 semester in three laptop sections (i.e., all of the students owned and brought laptops to class each day). The online portion of the course included voiced-over content presentations, software demonstrations, and sketching examples as well as online assessments. Sections met in the classroom once each week where instructors discussed and demonstrated essential CAD and textbook content. This time was also used to answer student questions and give feedback on homework and CAD exercises. Outside of class, students were expected to view the online content, complete CAD and sketching exercises, and complete a weekly online assessment. No difference was found between final exam scores in the hybrid sections and the face-to-face sections. This paper discusses the implementation of the hybrid introductory engineering graphics course, summarizes data collected during the Fall 2007 semester pilot study, and offers some discussions about the relative advantages and disadvantages of face-to-face, hybrid, and all online delivery.

A Comparison Of Engineering Graphics Courses Delivered Face To Face, On Line, Via Synchronous Distance Education, And In Hybrid Formats

“…2 In addition, Branoff and Wiebe considered the differences in student performance in face-to-face, online, and hybrid formats. 3 The work at hand considers four delivery methods of an engineering graphics course including face-to-face instruction, asynchronous online instruction, synchronous audiographics instruction, and a hybrid of online and face-to-face instruction. Student performance in each section will be compared to determine whether any delivery mode is better or worse than any other mode.…”

What do Students Get Out of Solid Modeling Video Demonstrations?

“…Similar to previous studies of this course where students' use of video lectures were examined [2][3][4][5] , not all students took advantage of the online materials. For the first two assignments there does not appear any difference between students who watched the videos and those who did not watch the videos.…”

“…The course utilizes the Moodle learning management system to organize and distribute course resources to the students. Previous studies involving this course suggest that students had multiple strategies for making use of the online resources related to asynchronous video lectures, and that these strategies had implications for learning outcomes on summative measures in the course [1][2][3][4][5] .…”

Assessing The Effectiveness Of Dual Delivery Mode In An Online Introductory Circuits Analysis Course

“…Studies of the effectiveness of online teaching in engineering have been limited. A recent study 25 found no difference between final exam scores in the hybrid sections and the face-to-face sections of an Engineering Graphics course. Although supporting the effectiveness of online instruction in engineering, the hybrid instruction studied includes considerable (once a week) face-to-face instruction.…”