Comparison of On-Campus and Distance Learning Preferences in a Junior-Level Materials Science Course

Students taking courses in face-to-face and asynchronous formats face potentially different barriers to learning in engineering courses. Students enrolled in a junior-level materials science course were surveyed regarding which teaching methods they found the most beneficial to their learning experience and how confident they were in their mastery of the course material. Over 90% of the students responded to the survey. Approximately 20% of the respondents were distance students. Both groups reported the largest positive effect on their learning from viewing lectures compared to participating in class discussions or in-class group activities. The difference in average response between on-campus and distance learners was also largest for questions related to the benefits of the lectures. When asked about their confidence in discussing course material with the instructor, distance students tended to respond with higher confidence, while the face-to-face students tended to report being more confident than distance students in discussing course concepts with their peers. Analysis of data from a subsequent survey of distance students administered during the following semester provides insights into the motivations and backgrounds of distance students in the program. Implications of the findings for distance engineering course design are discussed.