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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Julie Zhang, Ali Kashef, Farah Kashef
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DOI:10.17265/2161-623X/2016.12.002
Affiliation(s)
University of Northern Iowa, Cedar Falls, USA
ABSTRACT
Industries’ demand for sufficiently
trained engineers and technologists is increasing in order to remain competitive
in manufacturing globalization. The development of educational technologies powered
by high-speed computers and networks has enabled many universities to offer online
and hybrid courses/programs to accommodate the educational needs. However, there
is still a challenge to provide quality teaching and effectiveness when courses
containing intensive technical contents are offered
online. With support from different departments at the University of Northern
Iowa (UNI), the course TECH 3142 Statistical Quality Control (TECH 3142), which
intensively involves statistical calculation, reasoning, and software demonstration,
was developed and delivered online by applying Quality Matters’ (QM) online course
quality assurance principles. Analyzing the qualitative and quantitative data collected,
this paper presents a case study on the development, implementation, and student
learning effectiveness evaluation for TECH 3142 online course with comparison to
the face-to-face instruction. The experience shared in the paper may bring references
to the distance learning community to improve the quality of online courses.
KEYWORDS
online education/distance learning, technology/engineering education, online course development and assessment, Quality Matters (QM)
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