Integration Of On Campus And Distance Students Into Teams

As distance education tools and programs expand, more engineering educators are faced with the challenge of integrating on-campus and distance students within the same class. To help educators understand one of their options this paper presents the experiential results of one approach that grouped the students into integrated teams. Based on the behavior of the students and results of two surveys, it identifies the strengths and weaknesses of this approach. These surveys also capture the student’s observations and preferences regarding team structure.