[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589404-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589404-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","online-resource-utilization-in-a-hybrid-course-in-engineering-graphics-read-online-free","Online Resource Utilization in a Hybrid Course in Engineering Graphics - read online free","","This presentation reports an ongoing instructional innovation project for a blended introductory engineering graphics course delivered online and in face-to-face formats. It analyzes how students use online resources to reinforce classroom instruction, emphasizing what resources are accessed and in what order, and whether usage shows statistical correlation with learning outcomes. The study focuses on textbook-related materials and the associated quizzes and tests, using Moodle log data from 180 students over one semester taught by two instructors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/online-resource-utilization-in-a-hybrid-course-in-engineering-graphics-read-online-free/589404/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/online-resource-utilization-in-a-hybrid-course-in-engineering-graphics-read-online-free/589404.png","ImageObject",300,407,{"name":42,"@type":43},"Terk","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main focus of the presentation?","Question",{"text":63,"@type":64},"The presentation focuses on an instructional innovation project for a blended engineering graphics course and how students use online resources to supplement face-to-face instruction.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which resources are analyzed in the study?",{"text":68,"@type":64},"The study analyzes resources related to textbook materials and the quizzes and tests associated with that material.",{"name":70,"@type":61,"acceptedAnswer":71},"How is the study data collected and what is the sample size?",{"text":72,"@type":64},"Data comes from Moodle log files collected from 180 students taught by two different instructors over one semester.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589404,1792189365,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nWINTER 2011  \nOnline Resource Utilization in a Hybrid Course in Engineering Graphics  \nERIC N. WIEBE,  \nTHEODORE J. BRANOFF and  \nMARK A. SHREVE  \nNorth Carolina State University Raleigh, NC  \nABSTRACT  \nThis presentation focuses on an ongoing instructional innovation research and development project centered around the development of a blended, online and face-to-face introductory engineering graphics course. The work presented here is an in-depth analysis of how students make use of the online resources to supplement the instructional support they receive in class. The researchers were particularly interested in answering questions concerning not only what resources were accessed, but in what order, and whether there is any statistical correlation to learning outcomes. In this study, the focus was on resources related to the textbook materials and quizzes and tests associated with this material. The data being analyzed was collected from 180 students taught by two different instructors over one semester. Background on the project, analysis of Moodle log file data, along with recommendations for further refinement of instructional strategies will be presented.  \nKeywords: blended instruction, online assessments, log file analysis.  \nINTRODUCTION  \nThe movement to online education using computer-based systems has been well underway for over 10 years [1] . Among other reasons, higher education administration has sensed the potential of budgetary savings in the delivery of material online that has historically been delivered in lectures [2] . More importantly, the use of information-computer technologies (ICT) as a means to broaden participation on higher education and support 21st century skills [3] has only accelerated the pace of development of online learning opportunities in post-secondary education. Not surprisingly, engineering education has been among the areas pursuing online course offerings even though  \nWINTER 2011 1  \nADVANCES IN ENGINEERING EDUCATION Online Resource Utilization in a Hybrid Course in  \nEngineering Graphics  \npractitioners and researchers have also noted the particular challenges of providing online instruction for curriculum that has a large laboratory component [4] .  \nTo address some of the difficulties of repurposing all of a course’s content online, a method chosen by many engineering instructors is a blended, or hybrid, style of course offering where some of the course material that was originally delivered in a traditional face-to-face setting is instead delivered online [5] . Some of the course content, however, continues to be provided in a face-to-face model of instruction. In such an approach, lab-based material that is hard to transform into online content can continue to be taught in a face-to-face, synchronous manner. A hybrid format provides flexibility in delivery and format that at times can be hard to match with comparable traditional methods [6] . The asynchronous nature of web-based materials means that much of it can be viewed anytime, anyplace, and as many times as desired [7] . It follows that students often express a preference for this style of delivery [8] . In addition to distributing instructional content between online and face-to-face modes, a hybrid course can also provide a layered approach where the same material is delivered in different modes—both online and face-to-face [2] .  \nOne of the reasons for moving course content online is the potential for making use of a learning management systems (LMS) . These software-based systems can not only display web-based content, but serve to manage and automate many of the administrative functions of a course [9] . This automation of administrative functions lowers the barriers to using ongoing formative and summative assessments where the grading is partially or completely automated by the system ","cbCaivQAMcIJvyxV","https://ap.wps.com/l/cbCaivQAMcIJvyxV","pdf",1989095,21,"English","# Introduction\n# Research Approach and Data\n# Analysis of Moodle Log File Data\n# Recommendations and Next Steps","[{\"question\":\"What is the main focus of the presentation?\",\"answer\":\"The presentation focuses on an instructional innovation project for a blended engineering graphics course and how students use online resources to supplement face-to-face instruction.\"},{\"question\":\"Which resources are analyzed in the study?\",\"answer\":\"The study analyzes resources related to textbook materials and the quizzes and tests associated with that material.\"},{\"question\":\"How is the study data collected and what is the sample size?\",\"answer\":\"Data comes from Moodle log files collected from 180 students taught by two different instructors over one semester.\"}]","Online Resource Utilization in a Hybrid Course in Engineering Graphics - read online free | PDF",1792067157,53]