A Systematic Literature Review of Trends in Research and Practice Among Asynchronous Online Course Offerings in Formal Engineering Curricula

Abstract

Online engineering education is gaining increasing acceptance and recognition globally due to its benefits of accessibility, flexibility, and scalability. Prior research in online education has shown that it has enormous benefits for a wide range of students and learners. However, engineering education and research have been slower than other fields in adopting and investigating the online educational format. This paper presents a systematic literature review (SLR) on research in asynchronous online engineering education, with the goal of examining current knowledge related to this topic and supporting future scaling efforts. Thirty-nine publications between 2011 and 2020 met criteria to be included in the final synthesis phase of our review process. These studies were classified under five themes: content design and delivery, student engagement and interactions, assessment, feedback, and challenges. Findings related to each theme and their associated implications for research and practice are discussed in the paper. Additionally, a descriptive analysis of current trends in research on asynchronous online engineering education revealed (i) increasing interest in the online learning format by both researchers and practitioners over time, (ii) a majority of the research on this topic originating within the US, (iii) broad applicability of online learning across engineering disciplines, and (iv) a relatively large scope for the creation, testing, and application of theoretical and conceptual frameworks in the asynchronous online engineering learning space.

Keywords

• engagement
• online engineering
• persistence
• retention
• systematic literature review