2026 ASEE Annual Conference & Exposition

Online education is rapidly expanding as universities seek to address budget constraints and accommodate growing enrollment. With nearly 30% of students taking at least one online course, evaluating the effectiveness of online learning environments has become increasingly important. This study examines the impact of instructional modality on student performance in an undergraduate Engineering Economy course required for Civil and Construction Engineering majors at The Citadel. Engineering Economy provides students with essential tools for addressing financial challenges and is critical for professional success due to its real-world relevance. The course was delivered in two formats: face-to-face (Summers 2023-2024, n = 42) and asynchronous online (Summer 2025, n = 32). Both formats were taught by the same instructor using identical materials, learning objectives, and assessments. The face-to-face section was based on constructivist principles, while the online section applied the Community of Inquiry (CoI) framework with multiple engagement strategies emphasizing interaction with content, peers, and the instructor. Student achievement was measured through midterm and final exams, weekly quizzes, peer teaching activities, and a semester-long assignment. Statistical analysis showed that online students scored higher on midterms, quizzes, and peer teaching but slightly lower on the semester-long assignment and final exam. Preliminary findings indicate that when asynchronous online courses are grounded in established learning theories and intentionally designed to foster engagement, they can yield outcomes comparable to traditional classroom instruction.