Assessing The Effectiveness Of Dual Delivery Mode In An Online Introductory Circuits Analysis Course
Assessing The Effectiveness Of Dual Delivery Mode In An Online Introductory Circuits Analysis Course
复制标题
评估在线电路分析入门课程中双交付模式的有效性
DOI：
10.18260/1-2--15656
复制
发表时间：
2010
影响因子：
2.2
通讯作者：
A. Enriquez
中科院分区：
文献类型：
--
作者：
A. Enriquez
美国教育部2008年发布的一项研究表明，在线入学人数的增长速度远远快于整体高等教育入学人数（12.9%对1.2%），2007年秋季有超过390万学生（或超过20%的美国高等教育学生）至少选修一门在线课程。该研究还显示，在所研究的八个主要学科领域中，工程学的在线代表性远低于其他学科。在美国工程项目中采用在线教学方法缓慢的一个原因可以归因于一些工程教师和管理人员的看法，即与传统的面对面课程相比，在线课程在内容和严谨性方面并不等同。本文介绍了一项研究的结果，比较了在校园和网上的学生在一个大学生级电路分析课程在公立两年制院校的表现。在这门面向所有工程专业的入门课程中，使用Tablet PC功能和Elluminate Live！该软件允许通过互联网同步交付，以及所有课堂讲座的录音和存档。给两组学生相同的作业和测试，并比较他们的表现。结果表明，两组学生的成绩水平没有统计学上的显著差异。在线学生也认为他们在这个在线课程中的体验比他们以前参加过的其他在线课程更好。
A 2008 study released by the US Department of Education indicates that online enrollments are growing at substantially faster rates than overall higher education enrollments (12.9% vs. 1.2%), with over 3.9 million students (or over 20% of all U.S. higher education students) taking at least one online course in the fall of 2007. The study also reveals that among the eight major discipline areas examined, engineering has much lower online representation compared to others. One reason for this slow adoption of online teaching pedagogies in US engineering programs can be attributed to the perception by some engineering faculty and administrators that online courses are not equivalent in content and rigor when compared to the traditional, face-to-face courses. This paper presents the results of a study comparing the performance of on-campus and online students in a sophomore-level Circuits Analysis course in a public two-year institution. In this introductory course for all engineering majors, content is delivered simultaneously to oncampus students and online students (dual delivery mode) using a combination of Tablet PC functionality and Elluminate Live! software that allows synchronous delivery through the Internet, as well as recording and archiving of all classroom lecture sessions. Identical homework sets and tests were given to the two groups, and their performance compared. Results show that there is no statistically significant difference in the levels of performance of the two groups of students. Online students also rated their experience in this online class to be better than other online courses they have previously taken.