Abstract
Rapid advances in technology have created numerous challenges and opportunities in engineering education. One of the results of the advances in technology has been an increase in the number of engineering courses being offered by distance. This study reports on the example of a blended distance engineering management course using cooperative learning. Pre-and post-measures of student self-assessment regarding their engineering abilities showed significant differences in student self-efficacy, thus demonstrating that the use of distance learning technologies coupled with cooperative learning can create an environment that supports the development of engineering student self-efficacy. The main drawback to the course was the amount of time required of the professor to prepare and run the class.
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