Teaching engineering economy as a hybrid online course: Tools, methods, assessment, and continuous improvement

Abstract

A traditional engineering economy course was converted to a hybrid (partially) on-line course in 2003. Sixty percent of the course is now on-line. WebCT is used as a course management system and content is delivered asynchronously using streamed, narrated PowerPoint presentations. Forty percent of the course is face-to-face in a classroom with computer workstations and projection system for instructor demonstrations, class presentations, and in-class WebCT quizzes. Active learning strategies were used in the redesign of the course to integrate constructivist approaches for on-line learning environments. Instructional and outcomes assessment data, as well as demographic and tools usage survey data (including the results of a learning styles survey) was collected for each class. This paper will: (1) Compare the before and after instructional assessment and outcomes assessment data for the course; and (2) Analyze the patterns of learning tool usage based on demographic variables. Innovative uses of instructional technology discovered along the way will also be presented. The paper is organized into the following parts: 1. Introduction 2. On-line teaching options, strategies, and considerations 3. Teaching strategies and learning activities for Engineering Economy 4. Analysis of Instructional and Outcomes Assessment Data 5. Analysis of Learning Tools Usage Data 6. Summary A major objective of this paper was to show other instructors that engineering economy can be successfully taught as a hybrid course. Along with that was the desire to provide useful detail that would aid in course development. © American Society for Engineering Education, 2007.