Online learning is not common for most undergraduate core engineering courses. However, the growing need for online engineering courses necessitates the design and delivery of online courses that can allow for the flexibility and convenience the distance learning experiences can offer. Thermodynamics is among the most difficult engineering subjects to teach, especially online, where instructors are unable to demonstrate the overwhelming number of equations and applications as they would in face-to-face lectures. This paper describes the design and development of an online, undergraduate thermodynamics class. It reports the implementation outcome of student final course grade and the students’ learning experience with thermodynamics in an online environment. The paper also reports students’ feedback on the online course and students’ responses as to what worked in this particular online course. Implications of the study include a discipline-based design example for engineering educators and a set of practical course design guidelines for online engineering course designers.
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Yang, Dazhi and Pakala, Krishna. (2017). "The Design and Implementation Outcome of an Online Undergraduate Thermodynamics Class". Journal of Online Engineering Education, 8(20), 2-1 - 2-5.