Abstract
The implementation of a successful engineering program to a synchronous online curriculum is subject to many impacting factors. One such factor, that has not seen much investigation, concerns learning styles. Student learning styles may have a dramatic influence on the success of a synchronous online deliverable engineering graphics curriculum. The immediate objective of this research was to look at the effectiveness of teaching Engineering Graphics with a synchronous online delivery method and to compare it to a more traditional face-to-face delivery method. Using Kolb’s learning style inventory, student learning styles in both educational settings were investigated and analyzed to discover the student population’s prevailing learning style. Data relating to class success was collected with surveys, personal feedback, and by observing overall student performance based on grades and responses to the survey material presented. The study targeted 6 separate sections of an engineering graphics course taught by the same instructor, in the same physical setting, and with identical curricula over a two-year period. Data analysis allowed for an introspective look into correlations between academic success and the learning styles of the students. Findings suggest that (1) Converger students receive significantly higher final course grades when they are in a synchronous online environment; (2) Assimilator and Converger synchronous online students show significant improved differences in their final open-ended project scores over their face-to-face taught peers, the prevalent learning style within the course. Suggestions to accommodate learning styles are present.
Highlights
The delivery curriculum to students at remote locations through synchronous or asynchronous methods is often termed distance education
Our findings show that most students in the synchronous online engineering graphics course were categorized in Converging learning styles
This is the case for the face-to-face group. These findings confirm for a mechanical engineering graphics course findings seen in a previous study conducted by Terrell and Dringus (2000) that involved information science students
Summary
The delivery curriculum to students at remote locations through synchronous or asynchronous methods is often termed distance education. With better technology and delivery methods distance education has taken a prominent foothold in the academic community. Many individuals still associate the distance education model as one strictly involving a one-way lecture medium. This older model, that involved video media and correspondence materials, has been replaced and enhanced by upgraded networking technology, better research, and a higher demand for educational opportunities by students. With this gain in interest and improved delivery mechanisms, distance education is beginning to establish itself within the engineering disciplines. The learning styles present in engineering students may be of impact upon their potential success within these rigorous majors
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