Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course
Document Type
Conference Proceeding
Publication Date
2007
Keywords
assessment, distance learning, instructional modes, numerical methods, web-based resources
Abstract
The effectiveness of four instructional delivery modalities, (i) traditional lecture, (ii) Web-enhanced lecture, (iii) Web-based self-study and (iv) Web-based self-study and classroom discussion, was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instruments - student performance on a multiple-choice examination and a student satisfaction survey - were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
International Journal of Engineering Education, v. 23, issue 3, p. 508-516
Scholar Commons Citation
Kaw, Autar and Hess, Melinda R., "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course" (2007). Mechanical Engineering Faculty Publications. 162.
https://digitalcommons.usf.edu/egr_facpub/162
