Date of Award:

12-2011

Document Type:

Dissertation

Degree Name:

Doctor of Philosophy (PhD)

Department:

Applied Sciences, Technology, and Education

Department name when degree awarded

Engineering and Technology Education

Committee Chair(s)

Gary Stewardson

Committee

Gary Stewardson

Committee

Oenardi Lawanto

Committee

Dicky Ng

Committee

Wade Goodridge

Committee

Edward Reeve

Abstract

A study was conducted in the Engineering and Technology Education Department at Utah State University by Scott Greenhalgh and Gary Stewardson to measure and compare a face-to-face engineering graphics course with a synchronous distance education engineering graphics course by identifying the impact of the teacher's physical presence on students' spatial ability. This study is unique because it involves laboratory classes in a science, technology, engineering, and math (STEM) field with greater emphasis on hands-on laboratory experiences and skills rather than mastery of information and knowledge. The potential for impact of the study extends beyond a few courses in a specific field. There are approximately 400,000 students enrolled in engineering programs across the United States each year and nearly all of these students take a graphics course. In addition to engineering, graphics courses are foundational in many technology fields such as drafting, design, architecture, construction, manufacturing and industrial fields. This equates to thousands of graphics courses taught in both secondary and post-secondary schools across the nation each year. Distance education opportunities have the ability to bring access to many students who do not otherwise have the opportunity to take those courses, but the strengths and limitations of distance education courses must be studied in order to guide educators how to best serve students.

The findings of the study showed that for students of medium and high beginning spatial ability levels, there were no statistically significant differences in improving spatial ability when comparing a synchronized distance education course to a face-to-face course. If educators and curriculum developers wish to explore a synchronized distance education course that may improve access to more students than might have the ability to attend a face-to-face course, then a synchronized distance education course provides a comparable educational experience to a face-to-face course when looking at improving spatial ability for students who begin with a medium to high spatial ability. For students beginning with a lower spatial ability, it is recommended that those students are placed in a face-to-face course. Spatial ability has been correlated to success in many STEM fields, and it is recommended that curriculum developers and educators account for this ability when making curricular decisions.

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Publication made available electronically January 24, 2012.

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