Longitudinal Learning Outcomes from Engineering-Specific Adaptions of Hybrid Online Undergraduate Instruction

Abstract

Hybrid online delivery, which is also referred to as mixed-mode delivery, utilizes a combination of online content and traditional face-to-face methods which may benefit significantly from specific delivery adaptations for undergraduate engineering curricula. Herein, a novel eight-step phased instructional flow with several targeted adaptations is used to accommodate the mixedmode delivery of STEM curricula is evaluated with a longitudinal study of students afforded these adaptations versus those without them. This STEM Blended Delivery Protocol (STEM-BDP) emphasizes scaffolding of analytical procedures along with hands-on problem solving throughout online and face-to-face components equally. Two high enrollment course case studies utilizing STEM-BDP are examined herein, including an Electrical and Computer Engineering required core undergraduate course and a Mechanical and Aerospace Engineering undergraduate course. The details of the STEM-BDP delivery strategies, learning activities, and student perceptions surveys are presented. Student-resolution longitudinal analysis within a controlled study using blinded evaluation indicates that over a five-year period, failure rates have decreased by 63% among students undergoing STEM-BDP while control and alternatives have not demonstrated similar improvements within the same degree programs. Given increasing enrollments within STEM curricula, it is sought to overcome challenges of conventional lecture-only delivery in high-enrollment courses.