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ERIC Number: ED530544
Record Type: Non-Journal
Publication Date: 2011
Pages: 279
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1247-5261-7
Best Practices for Designing Online Learning Environments for 3D Modeling Curricula: A Delphi Study
Mapson, Kathleen Harrell
ProQuest LLC, Ed.D. Dissertation, North Carolina State University
The purpose of this study was to develop an inventory of best practices for designing online learning environments for 3D modeling curricula. Due to the instructional complexity of three-dimensional modeling, few have sought to develop this type of course for online teaching and learning. Considering this, the study aimed to collectively aggregate information on the type and appropriate use of various instructional technologies, instructional/course design, and drawing and modeling content. Each of these areas directly impact student response and retention in online environments. The questions guiding this research study were (1) What are the key components necessary for designing a quality introductory modeling course for online environments? and (2) What technologies are essential for the instructional design of the modeling course and implementation of the course design? In order to answer the research questions, a three round web-based Delphi methodology was elected. After progressing through this iterative approach for collecting and organizing information, the final inventory of best practices was determined. A twenty-nine member panel chosen from the Engineering Design Graphics Division of the American Society of Engineering Education and the American Design Drafting (Digital) Association, reached consensus on the components presented in the study as well as those derived from the panel. The results of this study yielded forty components from the categories Learner-Centeredness, Course Design (which included instructional and interactive technologies), and Drawing and Modeling Content. The components from these categories were to be considered or included in the development of introductory 3D modeling courses or comparable engineering graphics courses. The results also indicated that although there was low agreement on the use of collaborative tools, methods for acquiring course information was multi-dimensional. These methods included: utilizing a Learning Management System, using application sharing tools for live demonstrations and assessing student knowledge, providing interactive exercises that react to student input, exchanging ideas via discussion boards, delivering content using lecture capture videos, recording demonstration videos for sketching practices, creating screencasts to present step-by-step processes, and incorporating simulations and/or animations in instruction. Based on the results from this study, the inventory of best practices would serve as an instructional blueprint for post-secondary educators seeking to develop a quality 3D modeling or comparable engineering graphics course taught as a hybrid or fully online course. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A