Authors: Cory Searcy, Rafael Landaeta, Amy B. Adcock, James A. Marken, Daniel L. Dickerson, Tim Kotnour
Addresses: Department of Mechanical and Industrial Engineering, Ryerson University, 350 Victoria Street, Toronto, Ontario M5B 2K3, Canada. ' Department of Engineering Management and Systems Engineering, Old Dominion University, 23529, Norfolk, Virginia, USA. ' Department of Instructional Design and Technology, Old Dominion University, 23529, Norfolk, Virginia, USA. ' Department of Educational Curriculum and Instruction, Old Dominion University, 23529, Norfolk, Virginia, USA. ' Department of Educational Curriculum and Instruction, Old Dominion University, 23529, Norfolk, Virginia, USA. ' Department of Industrial Engineering and Management Systems, University of Central Florida, Orlando, Florida, 32816-2450, USA
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.
Keywords: cooperative learning; distance learning; engineering education; project management; student perceptions; student self-efficacy.
World Review of Science, Technology and Sustainable Development, 2008 Vol.5 No.3/4, pp.373 - 388
Published online: 14 Sep 2008 *Full-text access for editors Access for subscribers Purchase this article Comment on this article