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Student Performance and Acceptance of Instructional Technology: Comparing Technology‐Enhanced and Traditional Instruction for a Course in Statics
Author(s) -
Rutz Eugene,
Eckart Roy,
E. Wade James,
Maltbie Cathy,
Rafter Catherine,
Elkins Virginia
Publication year - 2003
Publication title -
journal of engineering education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.896
H-Index - 108
eISSN - 2168-9830
pISSN - 1069-4730
DOI - 10.1002/j.2168-9830.2003.tb00751.x
Subject(s) - grading (engineering) , syllabus , multimedia , instructional technology , mathematics education , course (navigation) , computer science , engineering education , educational technology , engineering management , engineering , psychology , civil engineering , aerospace engineering
Abstract The College of Engineering at the University of Cincinnati has evaluated the use of instructional technologies to improve the learning process for students in fundamental engineering science courses. The goal of this effort was to both retain more students in engineering programs and improve student performance through appropriate use of technology. Four modes of instruction were used to teach an engineering fundamentals course in statics. A traditional instructor‐led course, a Web‐assisted course, a streaming media course, and an interactive video course were all presented using a common syllabus, homework, tests, and grading regimen. Evaluations of final course grades indicate that use of instructional technology improved student performance when compared with traditional teaching methods. Student satisfaction with technology varied considerably with the Web‐assisted format having the highest student approval rating of the technologies. The results indicate that time on task and interest in content can be improved through the appropriate use of technology.