Exploring Video-Intensive Delivery in An Online and Face-to-Face Statics Course
Online learning has only taken hold in the engineering field within the last several years. Teaching engineering online is more problematic because of the technical nature of the field. This pilot study used qualitative research to evaluate student satisfaction with an eight-week accelerated statics class which used intensive lecture and sample problem videos and was taught during a summer session. Overall, students found the videos to be crucial to the online learning experience. Students also felt these videos would be helpful even if the course were completed in a traditional face-to face class. The final exam scores from a previous semester statics class taught by the primary researcher face-to-face was compared with a t test. There were no significant differences between students in the online course and in the face-to-face classroom. The next semester the videos were used in a control and experimental group model in two face-to-face classrooms. Overall, students in the experimental group performed better than those in the control group but the differences were not statistically significant. These findings indicate online learning can be a viable option in the teaching of undergraduate engineering statics.