Faculty and Student Perceptions of Online Learning in Engineering Education

• Published in: Association for Engineering Education - Engineering Library Division Papers p. 25.630.1
• Main Authors: Kinney, Lance, Liu, Min, Thornton, Mitchell A
• Format: Conference Proceeding
• Language: English
• Published: Atlanta American Society for Engineering Education-ASEE 10.06.2012
• Subjects: Attitudes; CAI; Colleges & universities; Computer assisted instruction; Distance learning; Education; Engineering; Engineering education; Online instruction; Perceptions; Social research; Student attitudes; Technology Acceptance Model; Technology utilization; United States > US

Faculty and Student Perceptions Of Online Learning in Engineering Education Distance education programs at the university level have been rapidly expanding.Studies have shown that the penetration of online courses is generally equal in most disciplines except for engineering. The Technology Acceptance Model (TAM) and other research indicate that attitudes and perceptions are critical to the acceptance of new technology. Therefore, an exploratory study was conducted to investigate engineering faculty and student perceptions of the effectiveness of courses delivered online as well as specific technologies used in current online course delivery. A convenience sample of students and faculty involved in online engineering courses from three universities in the southern United States were surveyed. Analysis of the survey results show faculty and students agree technical subjects can be effectively delivered via online methods,effective communication is a concern, and engineering labs are a hurdle to effectively delivering engineering education online. Sample of References Allen, I. E. & Seaman, J. (2006). "Making the Grade: Online Education in the United States, 2006."Allen, I. E. & Seaman, J. (2008). "Staying the Course - Online Education in the United States 2008."Davis, F. D. (1989). "Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology." MIS Quarterly 13(3): 319-340. Grose, T. K. (2003). "Can Distance Education Be Unlocked?" ASEE Prism, 12(8): 18-23.Landry, B. J. L., Griffeth, R., & Hartman, S. (2006). "Measuring Student Perceptions of Blackboard Using the Technology Acceptance Model." Decision Sciences Journal of Innovative Education 4(1): 87-99.Lee, J. S., Cho, H., Gay, G., Davidson, B., & Ingraffea, A. (2003). Technology Acceptance and Social Networking in Distance Learning. Educational Technology & Society, 6(2), 50-61.Osborne, R. E., Kriese, P., Tobey, H., & Johnson, E. (2009). "And Never the Two Shall Meet?: Student vs. Faculty Perceptions of Online Courses." Journal of Educational Computing Research 40(2): 171-182. Parsad, B. and Lewis, L. (2008). "Distance Education at degree-granting postsecondary institutions: 2006-2007. First Look." (NCES 2009-044).Tabata, L. & Johnsrud, L. (2008). "The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation." Research in Higher Education 49(7): 625- 646. Venkatesh, V. & Davis, F. D. (2000). "A theoretical extension of the technology acceptance model: Four longitudinal field studies." Management Science 46(2): 186-204.