Freshman residential schools for undergraduate on-campus and on-line engineering students

Long, John, Chandrasekaran, Sivachandran and Cavenett, Simon 2016, Freshman residential schools for undergraduate on-campus and on-line engineering students, in ASEE 2016 : Proceedings of the 123rd American Society for Engineering Education Conference and Exposition, American Society for Engineering Education, New Orleans, La, pp. 1-15.

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Title Freshman residential schools for undergraduate on-campus and on-line engineering students
Author(s) Long, JohnORCID iD for Long, John orcid.org/0000-0001-6110-5904
Chandrasekaran, SivachandranORCID iD for Chandrasekaran, Sivachandran orcid.org/0000-0003-2871-880X
Cavenett, SimonORCID iD for Cavenett, Simon orcid.org/0000-0001-6389-5874
Conference name American Society of Engineering Education. Conference and Exposition (123rd : 2016 : New Orleans, LA)
Conference location New Orleans, LA.
Conference dates 26-29 June, 2016
Title of proceedings ASEE 2016 : Proceedings of the 123rd American Society for Engineering Education Conference and Exposition
Publication date 2016
Conference series 123rd American Society for Engineering Education Conference and Exposition
Start page 1
End page 15
Total pages 15
Publisher American Society for Engineering Education
Place of publication New Orleans, La
Keyword(s) online learning
residential schools
distance education
Summary By means of evidence-based practice, this paper describes the residential-school component of an accredited online (distance education) undergraduate engineering program in Australia, with a particular focus on how the residential school program is implemented at freshman year. During these residential schools, activities were organised around the respective engineering courses undertaken by students during the semester. Elements considered suitable and worthwhile for inclusion in residential-school programs included: • In-person engagement with academic lecturers, • Practical and laboratory learning activities, • Presentations and interaction with guest speakers from industry, • Industry-based site visits, • Engagement in sole and group-based learning and assessment activities on campus, and • Social interaction with other students. After running pilot residential schools for two years, it was found that a workable format consisted in a two-week residential experience in the first semester, linked to two key freshman courses, Fundamentals of Technology Management, and Engineering Physics. On-campus and online students’ academic grades were compared for both courses over the years 2005 to 2012. We found that for physics lab, on-campus students’ grades tended to be higher than those for online students, and vice versa for technology management. We also conclude that when carefully designed, residential schools for online students do enhance learning for both online students and their on-campus counterparts.
Language eng
Field of Research 090506 Structural Engineering
Socio Economic Objective 870201 Civil Construction Design
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
Copyright notice ©2016, ASEE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30083912

Document type: Conference Paper
Collection: School of Engineering
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