Professor, OCW advocate, socio-economic diversity champion, one-pony pedagogy assailant, UDL believer, replicating education-research studies supporter.
Comparing Effectiveness of Instructional Delivery
Modalities in an Engineering Course
The effectiveness of four instructional delivery modalities,
(i) Traditional lecture,
(ii) Web-enhanced lecture,
(iii) Web-based self-study and
(iv) Web-based self-study and classroom discussion,
was investigated for a single instructional unit (Non-linear Equations) over separate administrations of an undergraduate engineering course in Numerical Methods. Two assessment instruments - student performance on a multiple-choice examination and a student satisfaction survey - were used to gather relevant data to compare the delivery modalities. Statistical analysis of the assessment data indicates that the second modality, in which Web-based modules for instruction were used during face-to-face lecture delivery mode, resulted in higher levels of student performance and satisfaction.
Related Journal Papers
A.K. Kaw, M. Hess, "Comparing Effectiveness of Instructional Delivery Modalities in an Engineering Course", International Journal of Engineering Education, pp. 508-516, Vol. 23(3), (2007).
A.K. Kaw, G.H. Besterfield, J. Eison, "Effectiveness of a Holistic & Customized Approach to Teaching Numerical Methods", International Journal of Engineering Education, pp. 712-722, Vol. 21 (4), 2005.