Journal of Engineering Education Research (공학교육연구)

Korean Society for Engineering Education (한국공학교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Comparative Analysis of Students' Evaluations of Online and Offline Capstone Design Course

  • Kim, Moon-Soo (Department of Industrial & Management Engineering, Hankuk University of Foreign Students)
  • Received : 2021.11.15
  • Accepted : 2022.01.10
  • Published : 2022.01.31
Download PDF
⟨ Previous Next ⟩

Abstract

The College of engineering's capstone design is student-team-centred learning based on project-based learning and is one of the most important courses for students aiming to be competent professional engineers capable of solving real industrial problems. Therefore, in order to resolve the capstone problems, various face-to-face contacts such as frequent industrial site visits, multiple meetings with diverse people including team members, and repeated contacts with course-supervising and team-advising professors are prerequisite processes. However, according to the transition to fully online education due to the global pandemic of COVID-19, capstone design courses for 2020 and 2021 were also conducted online. Based on the modified students' evaluations of educational quality (SEEQ) with 3 perspectives such as curriculum, teaching-staff and students themselves, this study compares their evaluations of offline capstone designs from 2013 to 2019 and online capstone designs in 2020 and 2021 in the context of COVID-19. In 3 perspectives, the difference in students' evaluation of the online capstone between the beginning and the end of the course shows a positive effect, which is better than the offline capstone. Also, in various dimensions for each perspective, the online capstone shows a better evaluation than the offline capstone. These findings suggest that the online capstone design curriculum can be expected to have educational effects as well as students' satisfaction with the online curriculum in the future.

Keywords

Acknowledgement

This research was supported by the Basic Science Research Programme through the National Research Foundation of Korea (NRF) funded by the Ministry of Science, ICT and future Planning (NRF-2017R1A2B4005858) and Hankuk University of Foreign Studies (HUFS) research fund.

References

  1. Barrows, H.(1994) Practice-based learning: Problem-based learning applied to medical education. Southern Illinois Univ. School of Medicine, Springfield, IL.
  2. Bordogna, J., Fromm, E., & Edward, E.W.(1993). Engineering education: Innovation through integration. Journal of Engineering Education, 82(1), 3-8. https://doi.org/10.1002/j.2168-9830.1993.tb00065.x
  3. Hotaling, N. et al.(2012). A Quantitative analysis of the effects of a multidisciplinary engineering capstone design course. Journal of Engineering Education, 101(4), 630-656. https://doi.org/10.1002/j.2168-9830.2012.tb01122.x
  4. Kim, M-S.(2020). The effects of a capstone design course industrial & management engineering: students' evaluation. World Transaction on Engineering and Technology Education, 18(4), 410-416.
  5. Kim, M-S.(2019). Lessons from a capstone design course with a 3D printing project. Global Journal of Engineering Education, 21(3), 179-188.
  6. Marsh, H.W.(1984). Students' evaluations of university teaching: dimensionality, reliability, validity, potential biases, and utility. Journal of Education Psychology, 76(5), 707-754. https://doi.org/10.1037//0022-0663.76.5.707
  7. Marsh, H.W.(1987). Students' evaluations of university teaching: research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11(3), 253-388. https://doi.org/10.1016/0883-0355(87)90001-2
  8. Marsh, H.W.(1991). Multidimensional students' evaluations of teaching effectiveness: A test of alternative higher-order structures. Journal of Education Psychology, 83(2), 285-296. https://doi.org/10.1037/0022-0663.83.2.285
  9. Marsh, H.W., & Bailey, M.(1993). Multi-dimensionality of students' evaluations of teaching effectiveness: A profile analysis. Journal of Education Psychology, 85(1), 1-18.
  10. Marsh, H.W., & Roche, L.(1997). Making students' evaluation of teaching effectiveness. American Psychologist, 52(11), 1187-1197. https://doi.org/10.1037/0003-066X.52.11.1187
  11. Marsh, H.W., Rowe, K.J., & Martin, A.(2002). PhD students' evaluations of research supervision. Journal of Higher Education, 73(3), 313-348. https://doi.org/10.1353/jhe.2002.0028
  12. Palmer, S., & Hall, W.(2011). An evaluation of a project-based learning initiative in engineering education. European Journal of Engineering Education, 36(4), 357-365. https://doi.org/10.1080/03043797.2011.593095
  13. Reynolds, J.M., & Hancock, D.R.(2010). Problem-based learning in a higher education environmental biotechnology course. Innovations in Education and Teaching International, 47(2), 175-186 . https://doi.org/10.1080/14703291003718919
  14. Tsinidou, M., Gerogiannis, V., & Fitsilis, P.(2010). Evaluation of the factors that determine quality in higher education: an empirical study. Quality Assurance in Education, 18(3), 227-244. https://doi.org/10.1108/09684881011058669
  15. Umbreit, W.T., & Gursoy, D.(2005). Exploring students' evaluations of teaching effectiveness: What factors are important?. International Journal of Educational Research, 29(1), 91-10.
  16. 김문수(2015). 공학교육에서 문제 및 프로젝트기반학습의 비교 고찰과 적용 방안. 공학교육연구, 18(2), 65-76. https://doi.org/10.18108/JEER.2015.18.2.65
  17. 이태식 외(2009). 공과대학 캡스톤 디자인(창의적 공학설계) 교육과정 운영실태 및 학습 만족도 조사. 공학교육연구, 12(2), 36-50. https://doi.org/10.18108/JEER.2009.12.2.36
  18. 이희원 외(2010). 캡스톤디자인 교과목 기반의 프로그램 학습성과평가 연구. 공학교육연구, 13(6), 143-151. https://doi.org/10.18108/JEER.2010.13.6.143