Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course
This paper describes a collaborative effort between faculty in the College of Engineering and the College of Education at the University of Alabama. A graduate course in engineering mathematics called Partial Differential Equations was developed, then taught in the Spring 2002 term to 26 onsite students and 14 off-campus students. The students in the class were divided into three tests groups: (1) traditional mode of delivery only, (2) online delivery only, and (3) a mixture of traditional and online delivery. In addition, the performance of the students taking the class was compared to that of a previous semester’s students who took the class via the traditional mode of delivery. Results indicate that the mode of delivery had little effect on student performance.