Distance education has the ability to transcend distance and time, reaching students anywhere at any time, particularly those underrepresented in engineering. Engineering is a practice-oriented profession requiring an interweaving of scientific theory and applied hands-on activities. Despite the need for distance education in engineering, few studies have systematically investigated the impact of student achievement and attitude in distance engineering laboratories. This quasi-experimental research addressed that need by studying the cognitive and affective domains of achievement in engineering laboratories while employing computer-based and traditional oscilloscopes. The students from two courses, electrical engineering for nonmajors and electronic fundamentals, were randomly assigned into treatment and comparison groups. The students' achievement and attitudes were gauged using assessment instruments and an attitudinal survey. These results were statistically analyzed and conclusions are discussed. The results suggested that computer-based instruments were viable in engineering laboratories.
| Identifer | oai:union.ndltd.org:UTAHS/oai:digitalcommons.usu.edu:etd-1226 |
| Date | 01 December 2008 |
| Creators | Lammi, Matthew |
| Publisher | DigitalCommons@USU |
| Source Sets | Utah State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | All Graduate Theses and Dissertations |
| Rights | Copyright for this work is held by the author. Transmission or reproduction of materials protected by copyright beyond that allowed by fair use requires the written permission of the copyright owners. Works not in the public domain cannot be commercially exploited without permission of the copyright owner. Responsibility for any use rests exclusively with the user. For more information contact Andrew Wesolek (andrew.wesolek@usu.edu). |
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