Comparing effectiveness of instructional delivery modalities in an engineering course

• Autores: Autak K. Kaw, Melinda Hess
• Localización: The International journal of engineering education, ISSN-e 0949-149X, Vol. 23, no. Extra 3, 2007, págs. 508-516
• Idioma: inglés
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• Resumen

  • 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 instrumentsÐstudent performance on a multiple-choice examination and a student satisfaction surveyÐwere 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.