Online Course Design for the Engineering Workforce - Online Course Design for the Engineering Workforce - Bringing Theory to Practice

Oct 15, 2026

Uploaded by Adam

This paper presents course design and evaluation results for an online continuing education program created for working engineers. It addresses the long-standing gap between classroom instruction and workplace practice by contextualizing Finite Element Analysis (FEA) theory through practical digital engineering tools. The study details collaboration during course development and analyzes learner survey responses to understand how this nontraditional audience uses professional development to keep pace with technological change. Findings show positive learning experiences, but most learners do not complete the multi-course certificate.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Introduction

Project-based learning as a bridge between classroom and workplace

Strategies for nontraditional learners in continuing education

Diversifying higher education and technology-driven learning needs

| | Ad | vances in Engineering Edu | cation | | | | --- | --- | --- | --- | --- | --- | | | | | | | | | | | | | | | 2023: VOLUME 11 ISSUE 2 DOI: 10. 18260/3-1-1153-36045 Online Course Design for the Engineering Workforce: Bringing Theory to Practice EMILY NUTWELL The Ohio State University [nutwell.1@osu.edu](nutwell.1@osu.edu) PRASAD MOKASHI The Ohio State University [mokashi.1@osu.edu](mokashi.1@osu.edu) ANN CHRISTY The Ohio State University [Christy.14@osu.edu](Christy.14@osu.edu) ABSTRACT This paper describes the course design and evaluation results for an online continuing education program designed for working engineers. Engineering educators have long recognized the value of reducing the gap between the classroom and work environments. Implementing experiential learning in the undergraduate classroom brings much needed context to engineering students who may otherwise lack these real-world opportunities. Continuing education programs face the opposite challenge, where educators strive to bring the course content to working engineers who are already enmeshed in real-world contexts. This program was designed for busy working professionals and contextualizes theoretical concepts of Finite Element Analysis (FEA) with practical application of digital engineering tools. Online delivery enables engineers to learn while remaining in the context of their work environment. The authors describe their collaboration process in the design of this continuing education course. Course survey results provide data to evaluate the course design and to better understand how this nontraditional audience uses continuing professional development courses to stay abreast of technological change. Learners indicated through their survey responses that the course was a positive experience and met their learning goals. However, most students did not continue with the multi-course certificate program and left the program after only one course completion. Higher education institutions are uniquely positioned to create courses and programs that aid this nontraditional audience, the engineering workforce, in adapting to continuously changing technology and engineering practice. This paper presents lessons learned and recommendations for engaging with the community of working engineers as continuing education learners. Key words: Online, professional development, project-based learning 102 2023: VOLUME 11 ISSUE 2 ADVANCES IN ENGINEERING EDUCATION Online Course Design for the Engineering Workforce: Bringing Theory to Practice INTRODUCTION Engineering educators have long recognized the value of reducing the gap between the classroom and the engineering workplace. Introducing project-based learning (PBL) strategies into the undergraduate engineering curriculum is one method to reduce this gap and support the development of problem-solving capabilities of students. PBL strategies present problem context so that students can acquire knowledge and develop problem-solving skills (Hmelo-Silver 2004; Albanaese and Mitchell 1993) . There are various and wide-ranging definitions of PBL which illustrate that it isnot a single universal method, but one helpful working definition of PBL is: “the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process and serves as a focus or stimulus for the application of problem solving or reasoning skills, as well as for the search for or study of information or knowledge needed to understand the mechanisms responsible for the problem and how it might be resolved”(Barrows and Tamblyn 1980 p.18) . Project-based learning and problem-based learning are often used interchangeably, but slight differences are highlighted here. In problem-based learning, students are asked to present a solution to a clearly defined problem, where project-based learning strategies challenge students

FAQs

What is the purpose of the online continuing education program described in the paper?

The program is designed for working engineers to connect theoretical Finite Element Analysis (FEA) concepts with practical application using digital engineering tools in the context of their work.

How does the paper position project-based learning in engineering education?

Project-based learning is presented as a way to reduce the gap between the engineering classroom and the workplace by challenging learners to generate artifacts that demonstrate mastery while working through complex, ill-defined problems.

What do the survey results indicate about learners’ experiences and continuation in the certificate program?

Learners reported the course as a positive experience and that it met their learning goals; however, most did not continue with the multi-course certificate and left after completing only one course.

Oct 15, 2026

Uploaded by Adam